Some Questions from a School Administrator

1972 ◽  
Vol 38 (7) ◽  
pp. 547-551 ◽  
Author(s):  
John W. Melcher
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
School Administrator ◽  
Teacher Education Programs ◽  
Classroom Teachers ◽  
Education Programs ◽  
Academic Background ◽  
General Classroom ◽  
Interagency Relationships ◽  
Certification Requirements

The need for a system of special education which covers all aspects of interprofessional and interagency relationships is discussed. Related problems are: that many general classroom teachers may not be ready to include the handicapped in their classes, that principals generally have little academic background on the needs of the handicapped, and that teacher education programs need to have broader certification requirements in the special education field.

Preparation of the Clinical Teacher for Special Education: 1866-1966

1967 ◽  
Vol 34 (2) ◽  
pp. 117-124 ◽  
Author(s):  
Louis Schwartz
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Training Program ◽  
Clinical Teaching ◽  
Academic Community ◽  
Clinical Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Basic Assumptions ◽  
Clinician Educator

Although the concept of clinical teaching is a persistently recurring educational theme today, reflecting the heritage of special education, it is hidden in the pattern of teacher education programs. In order to prepare the clinician educator for membership in a multidisciplinary and interagency team, it is necessary for the academic community to innovate an approach to teacher education curricula design and to modify academic administrative structure. Basic assumptions and requirements for implementation of a clinical teacher training program are presented.

Eminent classroom teachers join the dialogue on teacher education programs

2001 ◽  
Vol 37 (2) ◽  
pp. 133-144
Author(s):  
Shelley Peterson ◽  
Roberta McKay
Keyword(s):  
Teacher Education ◽  
Teacher Education Programs ◽  
Classroom Teachers ◽  
Education Programs

Recommendations for Teacher Education Programs to Prepare Practitioners for Diverse Urban Schools

2021 ◽  
pp. 105345122110510
Author(s):  
LaRon A. Scott ◽  
Imani Evans ◽  
Risha Berry
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Culturally Responsive ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Emotional Behavior ◽  
Special Education Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Education Teacher

The focus of this article is to provide teacher education programs with recommendations for meeting the educational needs of students with emotional behavior disorders (EBD) and learning disabilities (LD) in urban communities. Recommendations include preparing preservice special education teacher educators to effectively implement culturally responsive approaches. The article outlines critical features of teacher education programs that can be modified using culturally responsive approaches to design field experiences and collaboration between schools and teacher education programs to meet the distinctive needs of students in urban environments. Teacher education program leaders can incorporate and use the recommendations to modify programs so that preservice special education teacher educators can be better prepared to be inclusive of all learners and meet their diverse needs.

Bending or Breaking: Appropriating edTPA Policy in Special Education Teacher Education

2017 ◽  
Vol 40 (4) ◽  
pp. 287-298 ◽  
Author(s):  
Maggie Bartlett ◽  
Amy Otis-Wilborn ◽  
Lacey Peters
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Policy Analysis ◽  
Teacher Educators ◽  
The United States ◽  
Special Education Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Education Teacher ◽  
State Education

The Teacher Performance Assessment (edTPA) has been widely adopted in schools of higher education across the United States. Different state education departments have set policies, to varying degrees, that determine the outcomes for passing the edTPA, with some requiring a passing score to obtain licensure. As a result of the high-stakes nature of the edTPA, teacher education programs are taking steps to support teacher candidates as they navigate this process. The adoption of edTPA, however, is not without obstacles and has become complicated in the process of implementation. The purpose of this study is to report on a policy analysis of the edTPA in special education using a Critical Practice Approach. Researchers sought to find answers to the following questions: (a) What were the negotiations, decisions, and actions taken by special education teacher education programs in their efforts to appropriate the edTPA policy? and (b) To what extent did the appropriation process foster or empower “participation agency in the democratic production of policy?” Data were collected through in-depth phenomenological interviews with special education teacher educators in three different institutions. Findings suggest that teacher educators at each institution engaged in three general types of appropriation activities that were central to their efforts; embedding, co-opting, and reifying. This critical practical policy analysis helped to identify ways in which the edTPA policy appropriation process was and was not democratic and participatory; a process that recognizes contributions, expertise, and experience of local appropriators as well as factors that characterize the local context.

Developing Guidelines for Teacher Education Programs in Modern Foreign Languages

PMLA ◽  
1966 ◽  
Vol 81 (2) ◽  
pp. 3-6 ◽  
Author(s):  
F. André Paquette
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
State Department ◽  
The State ◽  
Department Of Education ◽  
Foreign Languages ◽  
Teacher Education Programs ◽  
Classroom Teachers ◽  
Education Programs ◽  
High Esteem

No person who has served as a state foreign language consultant can long ignore what is surely one of the most pressing and complex problems facing our profession: the preparation of teachers. During the three years when I was a state consultant, I spent about two-thirds of my time visiting schools and working directly with classroom teachers. I remember my first visit to a classroom vividly; I was introduced as, “the inspector from the state department of education,” a phrase indicative of the “high esteem” in which state department personnel were held.

The National Education Reports and Special Education: Implications for Teacher Preparation

1987 ◽  
Vol 53 (4) ◽  
pp. 308-314 ◽  
Author(s):  
Marleen Pugach
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Educational Reform ◽  
Special Education Teachers ◽  
Classroom Teachers ◽  
National Education ◽  
General Classroom ◽  
The Impact ◽  
Existing Structure

The preparation of the nation's teachers has undoubtedly received the greatest attention in this era of educational reform. The multiplicity of plans for its reform and their attendant solutions will no doubt affect the way special education teachers are prepared as well. This article examines the content and structure of teacher education as it relates to proposed reforms and considers the impact of those reforms on the existing structure of teacher preparation in special education. Its primary argument focuses on the need to reconceptualize the preparation of teachers of the mildly handicapped as a response to current efforts to improve the preparation of general classroom teachers.

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