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Search Results for 'Teacher preparation' (Keyword)
44 items found 1 / 5
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1   |   From section Assessment & Evaluation
Toward a Culture of Evidence: Factors Affecting Survey Assessment of Teacher Preparation
This study investigated the effect selected extrinsic variables have on survey data collected to determine the efficacy of, and improve, teacher preparation programs. The authors conducted two studies. The findings reveal that study 1 addressed the most frequent argument, that more coursework would improve assessment data. California does not allow an undergraduate major in education so credentials are added on to degrees in other subjects and programs are also limited to preparation that can be completed in one year. The results of Study 2, however, showed no clinically significant correlation between the principals’ evaluation of the CSU graduates’ preparation program and the characteristics of schools in which they taught during their first year.
Publication Year: 2012    |    Updated in ITEC: May 15, 2017
2   |   From section Preservice Teachers
Perils to Self-Efficacy Perceptions and Teacher-Preparation Quality among Special Education Intern Teachers
This study examines special education intern teachers’ perceived levels of teaching efficacy and the important roles of teaching resources, teachers’ backgrounds, and support from school districts, teacher preparation programs, and pupils’ parents. The findings reveal that the relationship between the quality of support and the level of personal teaching efficacy (PTE) was statistically significant for intern teachers. The authors explain that teaching context in the form of lack of support from school districts, lack of resources, and heavy workloads present grave perils to teachers’ self-efficacy and can weaken the ultimate success of special education teachers. Low levels of self-efficacy combined with increased stress brought about by the emphasis on test scores can contribute to teacher burnout and high rates of attrition for special education intern teachers.
Publication Year: 2011    |    Updated in ITEC: April 30, 2017
3   |   From section Theories & Approaches
What Unites Us All: Establishing Special Education Teacher Education Universals
This article searched in twenty-four English language journals from different countries representing four continents for special education teacher education universals, represented by four broadly defined categories: (a) policy, (b) practice, (c) pedagogy, and (d) teacher preparation/co-curricular activities.
Publication Year: 2016    |    Updated in ITEC: April 4, 2017
4   |   From section Teacher Education Programs
Special Education Teacher Preparation in Singapore’s Dual Education System
This article aims to describe Singapore’s dual education system as well as teacher preparation in a country that educates many students with disabilities in a separate environment. The focus will be on three of the factors critical to understanding comparative work: the goals and purposes of inclusive education and inclusive policy, the past and present state of Singapore with regard to policy and governance, and teacher training in the context of dual education.
Publication Year: 2016    |    Updated in ITEC: April 4, 2017
5   |   From section Teacher Education Programs
Special Education Teacher Preparation in the Gulf Cooperation Council Countries
In countries of the world where special education systems are still developing the capacity to provide the education that laws and policies promise, choices made in the design and offering of preparation programs may interact with contextual factors, creating intended and unintended consequences, opportunities, and constraints that affect the countries’ abilities to provide special education. In this study, the authors investigate this idea by examining special education teacher preparation in the Arab countries of the Gulf Cooperation Council.
Publication Year: 2016    |    Updated in ITEC: March 26, 2017
6   |   From section Theories & Approaches
Building Adaptive Expertise and Practice-Based Evidence: Applying the Implementation Stages Framework to Special Education Teacher Preparation
In this paper, the authors describe a capstone project that meets these needs and prepares pre-service special educators for their role in the development of practice-based evidence. These aims align well with the Council for Exceptional Children’s Professional Standards. To describe this project and how it meets these aims, the authors used the Implementation Stages framework. Outcomes reflect an increase in pre-service special educators’ ability to research and design usable interventions based on evidence-based practices.
Publication Year: 2015    |    Updated in ITEC: March 19, 2017
7   |   From section Instruction in Teacher Training
Using Online Case Studies to Enhance Teacher Preparation
The purpose of this study was to assess the impact interactive, online case studies have on learning for preservice teachers. More specifically, it evaluated whether the use of online case studies in instruction could enhance the level of knowledge the preservice teacher gained from the content material.
Publication Year: 2015    |    Updated in ITEC: February 26, 2017
8   |   From section Teacher Education Programs
The Search for Role Clarity: Challenges and Implications for Special Education Teacher Preparation
The recent re-authorization of the Elementary and Secondary Education Act (ESEA) creates a new policy context with the potential to bring about additional changes in PK-12 settings and teacher preparation. In recognition of the need to more clearly articulate and align the demands of PK-12 schooling with the teacher education enterprise, this paper concludes with a set of policy recommendations intended to promote clarification of special educators’ roles and inform the future of university-based teacher preparation programs (TPPs) engaged in fostering their development at the preservice and in-service levels.
Publication Year: 2016    |    Updated in ITEC: February 1, 2017
9   |   From section Theories & Approaches
Looking Back and Moving Ahead: A Content Analysis of Two Teacher Education Journals
The authors conducted a content analysis to examine trends in articles published between 1996 and 2014 in two journals—Teacher Education and Special Education (TESE) and the Journal of Teacher Education (JTE). They analyzed the data using visual inspection, magnitude of trend, and percent of change. Most notably, they confirmed reductions in nonempirical articles, survey research, qualitative inquiries, and program descriptions. By contrast, they observed increases in articles that included P-12 student outcomes and in quantitative research, as well as in topics of in-service, global, and clinical experiences.
Publication Year: 2016    |    Updated in ITEC: January 30, 2017
10   |   From section Theories & Approaches
Teaching, Learning, and Leading: Preparing Teachers as Educational Policy Actors
In this study, the authors investigate how field-based teacher preparation supports candidates’ evolving understanding and learning about the nature of educational policy in practice. The findings indicate that candidates developed enduring understandings regarding the relationship between educational policy and classroom practice through the field-based module. In addition, candidates understand the multiple layers and actors in educational policy, including the central role of teachers in implementing policy in practice to meet the needs of diverse students. The authors emphasize the importance of field-based teacher education.
Publication Year: 2015    |    Updated in ITEC: September 15, 2016
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