Special Education Teachers in the First Year of Profession

Abstract

Introduction: Experiences gained in the first years of the profession affect special education teachers' attitudes toward the profession. Therefore, understanding the first experiences and perceptions of special education teachers is essential for their attitudes towards the profession, retention, and success. This study aimed to examine in depth the experiences of special education teachers in the first year of their profession and their perceptions of success and failure related to these experiences. Method: In line with the research purpose, the study was designed using phenomenology, one of the qualitative research method designs. The research group consisted of 17 special education teachers. The study group was determined by criterion sampling and snowball sampling methods among the purposeful sampling methods. Research data were collected through semi-structured interview forms developed by the researchers. Individual and focus group interviews were conducted with the study group during the research process. The data obtained from the research were analyzed inductively through thematic analysis. As a result of the thematic analysis of the research data, eight themes were reached. Findings: The study results show that special education teachers have successful and unsuccessful experiences regarding the teaching process, institutional functioning, and cooperation relationships in the first years of their profession. Experiences gained in the first year of the profession affect teachers' professional goals, emotions, and expectations. In addition, research findings show that school environment, collaboration relationships, and student characteristics affect the experiences of special education teachers. Discussion: The study's findings show that special education teachers' experiences in the first year of their profession are consistent with the findings of many studies in the literature.