Especially for Special Educators

1976 ◽  
Vol 42 (5) ◽  
pp. 244-252 ◽  
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Education Research ◽  
Special Educators ◽  
Exceptional Children ◽  
Teacher Education Research

Thirty special educators, some of whom have worked in the field for over 50 years, were interviewed by telephone. Each was asked to identify milestone events and pioneers in special education and to describe the development and role of teacher education, research, and The Council for Exceptional Children over the years. Crucial issues and needs in the field today were identified by the group and their responses were synthesized into the first of a series of articles celebrating the Bicentennial.

Questions, Answers, and Research on the Education of Exceptional Children

1983 ◽  
Vol 4 (3) ◽  
pp. 1-7 ◽  
Author(s):  
Herbert J. Prehm ◽  
Barbara B. Mcloone
Keyword(s):  
Special Education ◽  
Education Research ◽  
Research Methods ◽  
Reciprocal Relationship ◽  
Exceptional Children ◽  
Reading Research ◽  
Is Research

This article addresses three questions: What is research? What contribution has research made to special education? Why should I read research? Research is a process in which one asks questions, seeks answers to those questions in such a way that someone else could easily follow the same procedures, and shares the answers. The purpose of all research is to describe and to understand; special education research shares that purpose. Examples of research contributions to special education from medicine, psychology, and sociology are presented. Unique characteristics and contributions of special education research include the range of research methods used, the role of testing, the degree to which principles from parent disciplines are validated, and the reciprocal relationship that exists between researchers in special education and those in other disciplines. The purpose of reading research and supporting research endeavors is to accumulate knowledge as a basis for improving practice.

Toward Nonbinary Theories of Practice in Teacher Education Research

2021 ◽  
pp. 0013189X2110520
Author(s):  
Sarah Schneider Kavanagh
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Practice Turn ◽  
Theories Of Practice ◽  
Teacher Education Research ◽  
Enlightenment Philosophy

This essay argues that contemporary debates about the role of practice in teacher education run the risk of reproducing mind/body, thought/action dualisms. Absent these binaries, practice is understood as always theoretical, principled, and contextualized and knowledge and identity are understood as always embodied and enacted. The author discusses nonbinary theories of practice and their application in teacher education scholarship within both historical and political contexts. The essay argues that the practice turn in teacher education might be leveraged to enhance the field’s intersectional imagination and to eschew the polarities and linearities the field has inherited from Western enlightenment philosophy.

scholarly journals The Initial Training of Science Teachers in African Countries: A Systematic Literature Review

2021 ◽  
Vol 13 (10) ◽  
pp. 5459
Author(s):  
Diana Soares ◽  
Betina Lopes ◽  
Isabel Abrantes ◽  
Mike Watts
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Literature Review ◽  
Science Teachers ◽  
Systematic Literature Review ◽  
Theory And Practice ◽  
Initial Training ◽  
African Countries ◽  
Learning And Teaching ◽  
Teacher Education Research

This study presents a systematic literature review (SLR) on the initial training of science teachers in Africa based on selected research articles, in the period 2000–2020, that emphasize the importance of surveying knowledge that goes beyond those that historically have a longer path in the building of scientific knowledge, such as that of European or North American countries. The analysis included a total of 31 articles from the Web of Science (WoS) and Scopus databases. The findings indicate a lack of knowledge, or at least visibility, considering the initial training of African teachers, particularly in developing countries. South Africa leads the number of publications. Within the five African countries implied in the SLR the following outputs were identified: (i) a division between teacher education research that is ‘place-based’ and one that uses (only) ‘universal theories’ (such as Vygotsky and Bandura); (ii) a tension between the application of student-centered learning and teaching models and more traditional classroom practices. Finally, the majority of articles highlight the importance of investing in further research around teacher education. Based on these outputs the importance of international cooperation in teacher education research articulating theory and practice to ensure a global and local perspective towards sustainable development is reinforced.

Teacher Consultation: Present, Past, and Future

1981 ◽  
Vol 6 (2) ◽  
pp. 73-77 ◽  
Author(s):  
M. Stephen Lilly ◽  
Louise B. Givens-Ogle
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Special Educators ◽  
Historical Overview ◽  
Teacher Consultation

An analysis of forces which have brought about increased emphasis on teacher consultation by special educators is presented. Consultation is defined, and a historical overview of teacher consultation activities in special education is provided. Finally, future issues in consultation are delineated with particular emphasis on needs in the areas of research and teacher education.

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