Creative children in a robust learning environment: Perceptions of special education teacher candidates

2020 ◽  
Vol 37 ◽  
pp. 100675
Author(s):  
Sule Gucyeter ◽  
Sezen Camci Erdogan
Keyword(s):  
Special Education ◽  
Learning Environment ◽  
Teacher Candidates ◽  
Special Education Teacher ◽  
Education Teacher ◽  
Robust Learning

Preservice Observation in Special Education: A Validation Study

2020 ◽  
Vol 54 (1) ◽  
pp. 6-19
Author(s):  
Daisy J. Pua ◽  
David J. Peyton ◽  
Mary T. Brownell ◽  
Valentina A. Contesse ◽  
Nathan D. Jones
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Essential Element ◽  
Special Education Teacher ◽  
Observation System ◽  
Education Teacher ◽  
Observation Instrument ◽  
High Incidence Disabilities

Advancing teacher candidates’ overall competence through use of valid teacher observation systems should be an essential element of teacher preparation. Yet, the field of special education has not provided observation protocols designed specifically for preservice teachers that are founded in theoretical perspectives and research on effective instruction for students with learning and other high-incidence disabilities (SWDs). To address this need, a group of researchers in special education teacher preparation and measurement developed the Preservice Observation Instrument for Special Education (POISE). The POISE is an observation system rooted in effective special education practices that support the growth of preservice teachers who will serve SWD across instructional settings. The purpose of this article is to report on the development and psychometric properties of the POISE. Specifically, we employed Kane’s argument-based validity approach to frame each stage in the development process of the POISE. We conducted two phases of content validation activities, development activities, and a pilot study to assess the degree to which scores from POISE provided evidence for the scoring, generalizability, and extrapolation inferences. In the end, the POISE represents a promising observation instrument for the development of special education teacher candidates.

Impact of eCoaching With Video-Based Reflection on Special Education Teacher Candidates’ Instructional Skills

2020 ◽  
pp. 088840642096473
Author(s):  
Kristen Merrill O’Brien ◽  
Kelley Regan ◽  
Christan G. Coogle ◽  
Jennifer R. Ottley ◽  
Sarah A. Nagro
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Single Case ◽  
Special Education Teacher ◽  
Clinical Experiences ◽  
Preparation Programs ◽  
Teacher Strategies ◽  
Education Teacher

Clinical experiences are a critical component of teacher preparation programs. Two technology-based approaches used during clinical experiences in special education teacher preparation that have shown promise are eCoaching and video-based reflection. When used in combination as a comprehensive intervention, eCoaching and video-based reflection may offer teacher candidates increased learning opportunities to promote improved fidelity of evidence-based practices. Thus, using a multiple-probe single-case research design, we examined the effect of eCoaching with video-based reflection on special education teacher candidates’ use and quality of target teacher strategies and on focus student responses. We found an increase in the use of target teacher strategies for two of three participants, and an increase in the quality of participants’ strategy implementation and students’ responses for all participants. Participants improved their ability to provide high-quality opportunities for choice making and open-ended responding with consistency. Implications for research and practice are discussed.

Tracking Special Education Teacher Candidates’ Reflective Practices Over Time

2018 ◽  
Vol 40 (5) ◽  
pp. 277-288 ◽  
Author(s):  
Laurie U. deBettencourt ◽  
Sarah A. Nagro
Keyword(s):  
Special Education ◽  
Reflective Practice ◽  
Teacher Candidates ◽  
Repeated Measures ◽  
Professional Growth ◽  
Special Education Teacher ◽  
Clinical Teacher ◽  
Reflective Practices ◽  
Education Teacher ◽  
Over Time

Clinical teacher preparation programs often incorporate reflective practices to promote critical thinking and professional growth. The purpose of this study was to determine whether special education teacher candidates’ reflective abilities changed from repeated exposure to reflective practice as they completed two field experiences. We sought to analyze patterns in candidates’ reflective practices by investigating both types of and topics for reflection. Six initial certification candidates completed two clinical experiences and wrote 30 reflection journal entries. Entries were sampled and reviewed to determine both a reflective ability score and reflective practice patterns over time. Results from a one-way repeated measures analysis of variance indicated no change in special education candidates’ reflective ability over time. Candidates’ reflections were descriptive and focused mostly on themselves. Results suggest professional growth in reflective ability does not occur through maturation. Teacher educators need to consider supplementing reflective practices with learning supports to see substantive growth.

Effects of a multicultural perspectives course on teacher candidates’ intercultural competence

2016 ◽  
Vol 10 (1) ◽  
pp. 72-86 ◽  
Author(s):  
Yaoying Xu ◽  
Chenfang Hao ◽  
Mary Ellen Huennekens
Keyword(s):  
Special Education ◽  
Intercultural Competence ◽  
Teacher Candidates ◽  
Intercultural Sensitivity ◽  
Special Education Teacher ◽  
Graduate Level ◽  
Content Type ◽  
Education Teacher ◽  
Post Test ◽  
Multicultural Perspectives

Purpose The purpose of this study was to investigate the intercultural competence of pre-service special education teacher candidates through the contents of a graduate-level multicultural perspectives course. Design/methodology/approach This study used a graduate-level multicultural perspectives course to examine the intercultural competence of special education teacher candidates. A paired-samples t-test of significance was performed to investigate the pre- and post-growth of participants’s cultural sensitivity using the intercultural development inventory (IDI). Findings Participants’ intercultural sensitivity mean score suggested that their intercultural competence needs to be improved. The results showed no significant difference in the overall mean developmental scores between pre- and post-tests. However, significant differences were found between the pre- and post-test scores in perceived orientation and acceptance cluster. Originality/value A significantly higher perceived score was identified suggesting that participants might overestimate their level of intercultural sensitivity. Different from the existing literature, this study suggested that gender and education level were significant predictors of post-test developmental scores.

scholarly journals Examination of compassion levels of special education teacher candidates in terms of some socio-demographic variables

2021 ◽  
Vol 16 (3) ◽  
pp. 1328-1342
Author(s):  
Cahit Nuri ◽  
Begumsu Varol ◽  
Cemaliye Direktor
Keyword(s):  
Special Education ◽  
Teacher Candidates ◽  
Quantitative Research ◽  
Special Education Teacher ◽  
Effective Teacher ◽  
Turkish Republic ◽  
Quantitative Research Methods ◽  
Education Teacher ◽  
The Difference ◽  
Compassion Scale

Abstract The scope of this study is to examine the relationship between compassion and effective teaching qualities of special education teacher candidates. The working group of the research consists of the special education teacher candidates who are in the Turkish Republic of Northern Cyprus and studying in the special education department of the universities in the spring term of 2019-2020.  Since it was aimed to determine the compassion levels and effective teacher qualities of special education teacher candidates in the study, the screening model was used as one of the quantitative research methods.  In the study, 315 special education teacher candidates participated. “Demographic information form” and “Compassion Scale”, were applied to special education teacher candidates in the study in question. According to the results of the study, it was observed that female special education teacher candidates had higher levels of compassion compared to male special education teacher candidates.  According to the age group, the compassion levels of students/teacher candidates aged 18-20 years were higher than those who are 24 years and older. In the study, it was determined that the difference between the scores obtained by the students from the Disconnection sub-scale of the compassion scale according to the family structure was statistically significant.   Keywords: Compassion, Effective Teacher Skills, Candidate Teacher, Special Education.

Preparing special education teacher candidates to teach English language learners with disabilities: How well are we doing?

2017 ◽  
Vol 23 (3) ◽  
pp. 330-351
Author(s):  
Jessica L.W. Miranda ◽  
Jenny C. Wells ◽  
Amelia Jenkins
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
English Language Learners ◽  
Language Learners ◽  
Teacher Candidates ◽  
English Language ◽  
Program Improvement ◽  
Special Education Teacher ◽  
Education Teacher ◽  
Sense Of Efficacy

A utilization-focused evaluation (Patton, 2008) was conducted to systematically investigate special education teacher candidates’ preparation to teach English language learners (ELLs) with disabilities. The results were used to (1) determine current effectiveness of departmental programs and (2) guide program improvement efforts. The initial literature review on ELLs with disabilities and teacher preparation guided the development of a four element framework to organize and analyse the data and results of the program evaluation. Data were collected using (1) a document review of program materials, (2) a faculty questionnaire, (3) a faculty focus group, and (4) a survey of the teacher candidates’ knowledge and perceptions on their preparedness in this area. Data revealed a scattered and disjointed approach to preparing preservice teachers to teach ELLs with disabilities, leading to a lack of special education teacher candidate’s: (1) mastery of essential content and (2) sense of efficacy in teaching ELLs. This investigation also shed light on the range of faculty perspectives, knowledge, and practices in the preparation of special education teacher candidates to teach ELLs.

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