@misc{10481/81115,
year = {2023},
month = {3},
url = {https://hdl.handle.net/10481/81115},
abstract = {Teacher preparation programmes are vital because they provide students with the knowledge and
experience necessary to teach academic and life skills to children with autism spectrum disorder
(ASD). This study aims to identify the gaps between study and practice for trainee teachers who will
teach students with ASD. This was achieved by examining and evaluating responses from trainee
teachers in their first field experiences of working with students with ASD and understanding their
perspectives regarding what they felt was missing from their college preparation before the in-field
experience. A qualitative design was utilised in which semi-structured interviews were conducted
with six trainee teachers from the special education department during their first field training with
students with ASD. Six main themes were identified, including the first encounter with real
confirmed cases, the reality of books, challenges dealing with teachers, difficulty communicating with
parents, inadequate knowledge of evidence-based practices (EBP) for children with ASD, and the
need for critical assessment from different parties.},
publisher = {Universidad de Granada},
keywords = {Autism},
keywords = {Autism spectrum},
keywords = {Disorder},
keywords = {Trainee teacher},
keywords = {Special education},
title = {Identifying the Gaps between Study and Practice for Trainee Teachers of Children with Autism Spectrum Disorder (ASD): A Qualitative Study},
doi = {10.47750/jett.2023.14.01.013},
author = {Hemdi, Alyaa},
}