From Qualification to Practice: Relational Expertise and Consultation in Special Needs Teaching

Abstract

The increasing need to support student learning presents significant challenges for teachers worldwide. In Finland, there is a shortage of special needs teachers, prompting some educators to pursue further training. This study explores the competence needs of newly qualified special needs teachers. The research question is: What are the key competences and challenges identified by graduates of special education teacher training? Data were gathered through a qualitative survey of 30 teachers who had completed a year-long, 60-credit university training program in special education. The results identified six key competence areas, with a strong focus on practical teaching skills. The newly qualified teachers recognized their role as pedagogical experts at both the school and network levels. However, a consultative approach was not yet prioritized, as their immediate focus was on meeting practical teaching demands. This highlights the importance of continued development in special education to bridge the gap between theoretical training and the real-world application of consultative skills.