| The purpose of this study was to contribute to better understanding of the dynamics of professional resocialization of out-of-field exceptional student education teachers (ESE) as examples of "displaced" professionals: individuals who are educated and licensed to practice in one area but are assigned to work in another. The study had two research components: determining the magnitude of the ESE out-of-field teacher situation in Florida and capturing the experiences of out-of-field ESE teachers to investigate their professional resocialization. The state-level personnel data available and reconstituted did lend strong support to the existence of a severe and increasingly prevalent problem of out-of-field ESE teachers in Florida. However, little could be determined about the "revolving door" of out-of-field ESE teachers, and what improves the situation, especially retention. Through interviews with teachers and other stakeholders and qualitative methods of data analysis, indicators of professional resocialization were identified, as were factors that appeared to have the most impact, and factors potentially malleable to policy change. The teachers' experiences were analyzed for evidence of passing through transition stages into new work roles. The findings revealed that all ten teachers interviewed found ESE teaching more difficult than they had anticipated, which they attributed to their lack of skills. None of the teachers identified themselves to others as "ESE" teachers. Support in the form of available university classes, trainers, mentors, or supportive administrators were factors in encouraging them to remain in the field.;The conclusions drawn were that these out-of-field ESE teachers were socialized into the profession while on the job (unlike other professions where the individual pursues extensive training before being allowed through the portal into practice). The occupation itself is creating a dual standard for entrance into the profession: the traditional teacher pre-service university degree program route and alternative preparation by completing training while on-the-job. Last, conclusions were sought about the more general processes of professional socialization that can be applied to the larger population of displaced professionals. Recommendations for further research include continuing to identify what is effective in encouraging out-of-field ESE teachers to continue with training and to become licensed to practice. |
