Article Details
| Citation: | Bruno, L.P., Scott, L.A., & Thoma, C.A. (2021). Exploring the role of professional development on secondary special educators self-efficacy and use of evidence-based transition practices. Journal of Vocational Rehabilitation, 55 (2), 157-168. |
| Title: | Exploring the role of professional development on secondary special educators self-efficacy and use of evidence-based transition practices |
| Authors: | Bruno, L.P., Scott, L.A., & Thoma, C.A. |
| Year: | 2021 |
| Journal/Publication: | Journal of Vocational Rehabilitation |
| Publisher: | IOS Press |
| DOI: | https://doi.org/10.3233/JVR-211154 |
| Full text: | https://content.iospress.com/journals/journal-of-vocational-rehabil... |
| Peer-reviewed? | Yes |
| NIDILRR-funded? | Yes |
Structured abstract:
| Background: | Past research has suggested that secondary special educators enter the profession with limited knowledge and skills to provide effective evidence-based transition practices (EBTPs) to students with disabilities. Professional development (PD) is known to be one pathway to expand teachers’ knowledge and delivery of evidence-based transition practices, yet minimal research exists investigating what PD activities are most effective at increasing teachers’ use of EBTPs. |
| Purpose: | The purpose of this study was to determine how transition specific PD influenced secondary special educators’ knowledge and perceived self-efficacy regarding the use of EBTPs in their classrooms to support students with disabilities. |
| Data collection and analysis: | A correlational research design was used to investigate teacher self-efficacy to deliver EBTPs when the amount, type, and location of PD are factors. Descriptive statistics, an analysis of variance (ANOVA), and a multiple linear regression analysis were performed. |
| Findings: | The amount of PD offered had a significant effect on teachers’ perceived efficacy compared to the location and type of professional development received. Further, the results of teachers’ perceived effectiveness, changes made as a result of PD, and other factors related to PD are reported. |
| Conclusions: | After receiving PD, teachers were more likely to make changes in their classroom that, in turn, affected their self-efficacy and effectiveness to deliver EBTPs to support students with disabilities. Implications for teacher professional development research, practice, and policy are also discussed. |
| Disabilities served: |
Multiple disabilities |
| Interventions: |
On-the-job training and support Training and technical assistance Transition services Outreach and orientation |