MOFET ITEC - Teacher Education Programs

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Last update in this section: April 24, 2017
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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
Integrating Global Content Into Special Education Teacher Preparation Programs
For this study, global content was integrated into one course of an undergraduate special education teacher education program. Results demonstrated that the candidates in the intervention group scored significantly higher than those in the comparison group.
Publication Year: 2016    |    Updated in ITEC: April 4, 2017
Using edTPA to Compare Online and Face to Face Teacher Preparation Programs
Using edTPA score reports for teacher candidates completing a teacher education program, this study provides data informed evidence of the equivalency of online teacher candidates’ learning outcomes as compared to candidates completing traditional face to face (F2F) programs. Mean and summative performance results suggest that mode of course delivery was not a significant factor in preparing teacher candidates. In general, learning was comparable in either format; however, analyses at the element level offer evidence of differences in achievement outcomes associated with program structure.
Publication Year: 2016    |    Updated in ITEC: April 2, 2017
Development and Design of a Merged Secondary and Special Education Teacher Preparation Program
This article describes the process used by cross-department faculty to develop the program design and components and how program evaluation led to revisions that strengthened the program. After five years the quest to develop strategic teachers with the versatility to meet the learning needs of all secondary students continues. Next steps include: developing more field placements that support program goals, building a program portfolio of how candidates and graduates in different disciplines meld differentiation with subject-matter pedogogy, and documenting how principals have created hybrid positions to utilize SDEP graduates in school reform. The authors' experience suggests that merging secondary and special education pedagogy into one coherent program that is co-led and co-taught can result in teachers with a different approach to and skill set for secondary teaching.
Publication Year: 2011    |    Updated in ITEC: March 29, 2017
Archive of 259 additional items in this section back to December 2007
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