Different Professional Backgrounds in the Same Classroom: Experiences of Teachers With Special Education Degrees and Out-of-Field Teachers

Abstract

Introduction: This study examined the professional experiences of teachers with special education degrees and out-of-field teachers who shared the same classroom in special education practice schools, with particular attention to differences associated with professional background.Method: The study employed a qualitative descriptive design. Participants were 20 teachers (10 with special education degrees and 10 assigned from other fields) working at a special education practice school affiliated with the Ministry of National Education (MoNE) during the 2025-2026 academic year. Participants were selected using criterion sampling. Data were collected through a researcher-developed semi-structured interview protocol and analyzed using content analysis. Intercoder agreement was 84%.Findings: Out-of-field teachers more frequently reported feelings of unfamiliarity, difficulty, and inadequacy when entering special education. These teachers particularly identified professional learning and support needs related to instructional methods, behavior management, and the development and implementation of Individualized Education Programs (IEPs). Colleague support, collaboration with the teacher sharing the classroom, shared responsibilities, and a positive school climate emerged as factors that facilitated adjustment to the school, professional development, and motivation.Discussion: Although teachers with special education degrees and out-of-field teachers shared several professional experiences, their accounts also differed in relation to professional background and prior experience in special education. Collaboration and organizational support emerged as important conditions for supporting teachers’ adjustment and ongoing professional development.