Research Article

Becoming a Special Education Teacher: Practicum as a Reflective Space of Professional Formation

Number: 34 November 5, 2026
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Becoming a Special Education Teacher: Practicum as a Reflective Space of Professional Formation

Abstract

This study examined how pre-service special education teachers experienced and made sense of the teaching practicum as part of their professional formation. Using a qualitative research design, data were collected through semi-structured interviews with 10 pre-service special education teachers who had completed their practicum in a teacher education program in Türkiye, Antalya. The data were analysed thematically to explore how candidates interpreted the practicum in relation to professional learning, teacher identity, theory-practice connections, mentoring, and institutional conditions. The findings demonstrated that the practicum was experienced not merely as a setting for applying theoretical knowledge or developing technical competencies, but as a multi-layered professional learning space. Five interrelated themes had emerged. The study highlights that practicum quality depends not only on duration or task completion, but also on continuity, meaningful responsibility, systematic feedback, diverse student experiences, and strong university-school collaboration. The findings suggest that special education practicums should be reimagined as reflective professional learning ecosystems that support candidates in developing pedagogical reasoning, ethical responsibility, and a stronger sense of teacher identity.

Keywords

Supporting Institution

yok

Project Number

yok

Ethical Statement

The research was conducted in accordance with ethical principles. Participants were informed about the purpose of the study, how the interviews would be used, the voluntary nature of participation, and their right to withdraw at any time. Informed consent was obtained before the interviews. To protect the identities of participants and practicum schools, all personal information was anonymized, and code names were used in direct quotations. Audio recordings and transcripts were used only for research purposes and stored securely. Ethical approval for this study was obtained from the Scientific Research and Publication Ethics Committee of Çankırı Karatekin University, with the decision numbered 55 at its meeting dated 16 February 2026.

References

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  2. Allen, J. M., & Wright, S. E. (2014). Integrating theory and practice in the pre-service teacher education practicum. Teachers and Teaching, 20(2), 136–151. https://doi.org/10.1080/13540602.2013.848568
  3. Anderson, J. (2019). In search of reflection-in-action: An exploratory study of the interactive reflection of four experienced teachers. Teaching and Teacher Education, 86, 102879.
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  5. Batmaz, O., & Ergen, Y. (2020). İlkokul öğretmenleri ve öğretim üyelerinin öğretmenlik uygulaması dersine yönelik görüşleri. Ankara University Journal of Faculty of Educational Sciences (JFES), 53(2), 549–576. https://doi.org/10.30964/auebfd.541079
  6. Bektaş, M., & Ayvaz, A. (2013). Öğretmen adaylarının öğretmenlik uygulaması dersinden beklentileri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8(3), 209–232. https://doi.org/10.17860/efd.27551
  7. Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597.
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Details

Primary Language

English

Subjects

Special Education and Disability (Other)

Journal Section

Research Article

Publication Date

November 5, 2026

Submission Date

July 10, 2026

Acceptance Date

October 16, 2026

Published in Issue

Year 2026 Number: 34

APA
Çiftçi, A. (2026). Becoming a Special Education Teacher: Practicum as a Reflective Space of Professional Formation. Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama, 34, 429-456. https://doi.org/10.58689/eibd.1991822
AMA
1.Çiftçi A. Becoming a Special Education Teacher: Practicum as a Reflective Space of Professional Formation. Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama. 2026;(34):429-456. doi:10.58689/eibd.1991822
Chicago
Çiftçi, Abdullah. 2026. “Becoming a Special Education Teacher: Practicum As a Reflective Space of Professional Formation”. Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama, nos. 34: 429-56. https://doi.org/10.58689/eibd.1991822.
EndNote
Çiftçi A (November 5, 2026) Becoming a Special Education Teacher: Practicum as a Reflective Space of Professional Formation. Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama 34 429–456.
IEEE
[1]A. Çiftçi, “Becoming a Special Education Teacher: Practicum as a Reflective Space of Professional Formation”, Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama, no. 34, pp. 429–456, Nov. 2026, doi: 10.58689/eibd.1991822.
ISNAD
Çiftçi, Abdullah. “Becoming a Special Education Teacher: Practicum As a Reflective Space of Professional Formation”. Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama. 34 (November 5, 2026): 429-456. https://doi.org/10.58689/eibd.1991822.
JAMA
1.Çiftçi A. Becoming a Special Education Teacher: Practicum as a Reflective Space of Professional Formation. Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama. 2026;:429–456.
MLA
Çiftçi, Abdullah. “Becoming a Special Education Teacher: Practicum As a Reflective Space of Professional Formation”. Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama, no. 34, Nov. 2026, pp. 429-56, doi:10.58689/eibd.1991822.
Vancouver
1.Abdullah Çiftçi. Becoming a Special Education Teacher: Practicum as a Reflective Space of Professional Formation. Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama. 2026 Nov. 5;(34):429-56. doi:10.58689/eibd.1991822