The Professional Development Experiences Of Special Education Teachers In Teaching Students With Autism Spectrum Disorder
Main Article Content
The current study explored how special education teachers perceive professional development in teaching students with autism spectrum disorder. From a qualitative perspective, 13 teachers have been online interviewed individually and in a focus group. Findings indicated that teachers went through several stages to develop professionally, starting with a bachelor’s degree to reach expertise. In addition, teachers reported sources of professional development such as volunteering, self-learning, and teamwork. Findings also, suggested that high professional development results in fostering student learning and achievement and enhances teachers’ persistence in reaching their education goals.