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
Common Core Preparation in Special Education Teacher Education Programs: Beginning the Conversation
This study is a preliminary exploration of current Common Core State Standards (CCSS) preparation in Institutions of Higher Education (IHEs). Focus groups were conducted with pre-service teachers and professors in general and special education programs at five colleges across two southeastern states. Findings address the perceptions of both groups related to knowledge, ability, contributions, and barriers to application of CCSS.
Publication Year: 2015 | Updated in ITEC: January 25, 2017
Cultivating Environmental Citizenship in Teacher Education
The goal of this study was to explore how participating in a political environmental action project influenced pre-service teachers’ environmental citizenship. Following the steps of Project Citizen, an international civic education program, pre-service teachers learned about and proposed policy solutions to address excessive energy usage at their university. Analysis revealed growth in the pre-service teachers’ environmental citizenry, including their self-efficacy, values awareness, and ecological and civics literacy.
Publication Year: 2016 | Updated in ITEC: January 11, 2017
Disruptive Design in Pre-service Teacher Education: Uptake, Participation, and Resistance
This article begins the exploration of disruption as an analytical construct that allows for the investigation of how individual learning and changes in local practice mutually influence the other within a purposefully designed learning context.
The authors seek to describe the types of learning experiences that emerged using disruptive pedagogies and tools within a series of methods courses in an undergraduate elementary teacher education program. The intent of the designed context was to disrupt the traditional practices of teacher education courses by creating a participatory environment where students participated in the creation of course content through their engagement with social media and each other.
Publication Year: 2015 | Updated in ITEC: January 3, 2017