This research endeavors to chronicle the informal anecdotal evidence collected over the last ten years, both in national and international settings, that indicates that many pre-service special education professors devote a considerable amount of time to their students outside of regularly scheduled classroom or office hours. Hence, throughout the last academic year which ran for 31 weeks, this study explored, documented, and quantified, outside of regular classroom or office hours, the number of contacts, the type of contacts, the general reason(s) for contact, and the length of time required for contact between students currently enrolled in a Bachelor of Education program, or former graduates of the Bachelor of Education program, and their special education professor. Among the findings, 215 contacts were delineated, totaling 98 contact hours. Reasons for contact generally fell into nine broad categories, however, allaying fears in dealing with special educational issues in the fully inclusionary classroom and/or discussing personal matters that were first raised within the general parameters of the pre-service special education course, were two significant factors noted within these contacts. Although it is the researcher’s belief that the results of this study are largely generalizable to most pre-service special education professors beyond a particular country, state, province, university, or professor, that, of course, is left for future studies to more fully determine.
|Keywords:||Pre-service Education, Contact Time, Professor, Students, Faculty of Education, Special Education|
Professor, Faculty of Education, Nipissing University, North Bay, Ontario, Canada
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