Special education teacher candidates’ beliefs, perceived knowledge, and perceptions while delivering math interventions in a structured field experience

Little is known about special education teacher candidates' experiences with fieldwork. The purpose of this study was to examine candidates' experiences implementing a math intervention during a course at a northwestern U.S. university. We used case study design informed by the pedagogical content knowledge framework. We collected self-evaluations, surveys, and reflections to explore candidates’ perceived knowledge, beliefs, and perceptions. The fieldwork led to candidates developing more enjoyment and confidence in teaching math, and they experienced the value of behavior and time management and differentiated, explicit, and systematic instruction. Implications for teacher educators and school districts are discussed.