Critical Reflections of Pre-Service Teachers Regarding the Impact of a Special Education Practicum on their Professional Identity

This study examines the impact of a special education practicum program on the perceptions of Israeli pre-service teachers (PSTs) regarding their professional identity development. The sample comprised of 30 PSTs, 15 Jewish and 15 Arab, attending a ccollege of education in Israel. The study implemented a methodological approach that consisted of a qualitative analysis of the content of the PSTs’ critical reflections, which were collected at two time points, i.e. the end of the 1st semester and the end of the 2nd semester. The results iindicated that the special education practicum program contributed to the development of professional traits and teaching abilities of the participants, namely, to their ability to plan and teach successful and experiential lessons in an adaptive manner, and to develop an inclusive and beneficial class climate for both students and teachers.