Abstract
This research examined the experiences and self-efficacy of beginning teachers who work with students with emotional and behavioral disorders (EBD) in the general education classroom. Supported by the work of Bandura (1977, 1997) on teacher self-efficacy and Noddings (2013) on the ethic of care, this qualitative case study implemented semi-structured interviews to gather data on beginning teachers’ confidence and struggles in meeting the needs of students with EBD. The findings revealed beginning teachers of students with EBD are caregivers in need of specific care to meet both their own needs and those of their students. Implications for educator preparation providers and school districts include transforming pre-service and beginning teachers’ capacity to care through knowledge and experience with inclusion, relationship building practices, and strengthening their dispositions of self-regulation, reflection, and self-care.
Recommended Citation
Flagler, A. V.
(2024).
Integrated Care: Transforming Beginning Teachers and Students with EBD.
International Christian Community of Teacher Educators Journal, 19(2).
DOI: https://doi.org/10.55221/1932-7846.1336