SOCITS and its components
|
First year special education pre-service teachers
|
Fourth year special education interns
|
SOCITS as a general concept |
"I felt a bit confused, the broad knowledge I had acquired during the year both theoretically and practically, suddenly placed me in a situation of silence and inability to confidently implement all I had learnt" |
"I knew it would be hard, that it is the first year as an intern… coherence empowered me…without coherence, there is no order to things, coherence as a trait and character for a person has to be professional, too. The year is not over yet, and I hope it will have some continuation" |
Comprehensibility |
"I felt that my personal knowledge in the field is not sufficiently extensive" |
"I quickly understood that I need to become flexible and be there to listen and contain the pupils. After that, it will come… I think I understand the role of the teacher" |
Manageability |
"Each day I came out with ambivalent feelings, as didactically I am highly successful, and the pupils understand what they learn, but I fail to establish warm connections with the pupils and do not feel vital in the class texture" |
"I feel a lot more comfortable, I feel I can handle better the study material and the tests, the pupils' discipline, the connection to the parents, phone calls…" |
Meaningfulness |
"The lessons I have thought definitely made me appreciate myself more. I realized that I can do anything even if I feel insecure" |
"If you look at the difficulties versus the feeling of satisfaction and meaningfulness, they are relatively trivial; the difficulties do not really have any influence. It is different. There is nothing to compare with the emotional and mental rewards" |