An Integrated Teacher Education Program for Special Education—a New Approach

1967 ◽  
Vol 33 (6) ◽  
pp. 411-416 ◽  
Author(s):  
Louis Schwartz
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Learning Difficulties ◽  
Education Curriculum ◽  
Exceptional Children ◽  
New Approach ◽  
Clinician Educator ◽  
Education Courses

Preparation of the clinician educator, capable of providing diagnosis and remediation of the variety of learning difficulties presented by exceptional children, is proposed in an integrated teacher education curriculum for special education. The gap between accumulated knowledge regarding exceptionality and existing teacher education curricula is discussed, along with problems posed by shortages of personnel and increasing concern over the qualitative aspects of special education. Courses in the integrated sequence are described, and limitations noted.

Overseas: Native Studies at the University of Saskatchewan

1984 ◽  
Vol 12 (4) ◽  
pp. 59-60
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Department Of Education ◽  
Native Studies ◽  
Aboriginal Students ◽  
Exchange Material ◽  
The University ◽  
Indian Students ◽  
Education Courses

We recently received exchange material from The Saskatchewan Urban Native Teacher Education Program (SUNTEP) at Saskatoon, Canada. A brief description of the program might be of interest to those readers involved in adult and teacher education courses for Aboriginal students.SUNTEP is a four-year off campus Teacher Education Program offered through the Gabriel Dumont Institute of Native Studies and Applied Research in co-operation with the Department of Education and the University of Saskatchewan and Regina. It is an enriched program leading to a B.Ed, degree, designed specifically for Metis and Non-Status Indian students who might not otherwise attend university. The program has a number of unique aspects including -

A Model for Relating an IMC to a Teacher Education Program

1970 ◽  
Vol 36 (10) ◽  
pp. 753-756
Author(s):  
Helen Juliar
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Instructional Improvement ◽  
Service Research ◽  
University Of Minnesota ◽  
Teacher Education Institutions ◽  
The University

The Special Education Instructional Improvement Laboratory at the University of Minnesota attempts to redefine the traditional IMC functions and to become a model for teacher education institutions. Expanded opportunities in service, research, search, development, and dissemination are the laboratory's goals.

E-Portfolios and Learning Management Systems

2019 ◽  
pp. 274-291
Author(s):  
Angelia Reid-Griffin
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Development ◽  
Education Program ◽  
Teacher Education Program ◽  
Learning Management Systems ◽  
Management Systems ◽  
Teacher Education Candidates ◽  
Learning Management ◽  
Education Courses

The chapter explores the way technologies in higher education are providing teacher education candidates a new view of learning. An explanation of how e-portfolios are becoming more common tools for students to reflect on their practices and showcase course artifacts for future applications. The chapter highlights selected learning management systems (LMS), Blackboard and Canvas, and describes how their e-portfolio features aids the reflective practices of students in a teacher education program. Examples of e-portfolio artifacts are provided using these systems. Discussion on how they compare with other e-portfolio resources, Digication and Taskstream, is included to help guide programs to the best tool for their programs. By exploring how these e-portfolio technologies are currently being used in a teacher education course, this chapter provides insight to viewing teacher development for other teacher education courses and programs through more consistent and intentional use of e-portfolios.

Teaching Writing in the Aboriginal and Islander Teacher Education Program Applying a Process-Conference Approach

1986 ◽  
Vol 14 (5) ◽  
pp. 21-30
Author(s):  
Helen McDonald
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teaching Writing ◽  
First Year ◽  
James Cook ◽  
Entry Requirements ◽  
Oral Communications ◽  
Regular Teacher ◽  
Education Courses

The Aboriginal and Islander Teacher Education Program (AITEP) is an affirmative action program offering entry to teacher education courses at James Cook University to Aboriginal and Islander students who do not meet direct entry requirements. The program operates with a ‘stretched’ first year. First year subjects in the regular teacher education courses are spread over three semesters instead of two, and students are required to undertake additional subjects - Study Skills and Oral Communications, Written Communications, and Introductory Mathematics during that 18 months. This paper began as a personal exploration into the way in which the teaching of writing within these additional subjects had developed and to provide a greater understanding of the process of teaching writing.

Systematic Evaluation of Innovative Pedagogies in Teacher Education Courses and Practica

2020 ◽  
pp. 184-205
Author(s):  
Neal Shambaugh
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Public School ◽  
School Improvement ◽  
Education Program ◽  
Teacher Education Program ◽  
Public School Students ◽  
Implementation Period ◽  
Program Accountability ◽  
Education Courses

Innovative pedagogies create new learning environments to help public school students achieve 21st century learning outcomes. Evaluating agreed upon criteria of what constitutes success with these pedagogies produces evidence that supports teacher effectiveness, which is embedded in teacher education program accountability reports and school improvement plans. This chapter describes how innovative pedagogies can be evaluated, first modeled in teacher education methods courses by higher education faculty and then taught in public schools by preservice teachers. The chapter first connects evaluation for teacher education program accreditation, program improvement goals, preservice teacher performance, and public school improvement plans. The chapter then examines the formative evaluation of innovative pedagogies during an implementation period and a more formal evaluation after an adequate test. Each level of evaluation is addressed for both teacher education courses and practica placements. Recommendations for best practices and research directions are provided.

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