Characteristics of Superior and Average Special Education Teachers

1981 ◽  
Vol 47 (5) ◽  
pp. 357-363 ◽  
Author(s):  
David L. Westling ◽  
Mark A. Koorland ◽  
Terry L. Rose
Keyword(s):  
Classroom Management ◽  
Special Education Teachers ◽  
Special Educators ◽  
Training Programs ◽  
Professional Preparation ◽  
Classroom Teaching ◽  
Management Evaluation ◽  
Teacher Training Programs ◽  
Parental Interaction ◽  
Contrast Group

A questionnaire regarding current teaching practices and related experiences was sent to a group of designated “superior” special educators and a contrast group of “average” special educators. The questionnaire included the following areas: personal/professional data; professional preparation; classroom teaching activity; classroom management; evaluation; professional interaction; and parental interaction. The results are reported in terms of the items that (a) were answered positively by a majority of the superior educators and (b) resulted in significant differences between the two groups. Discussion is focused on the implications of the findings for teacher training programs.

Special Education as Reconciliation

2003 ◽  
Vol 7 (1) ◽  
pp. 23-36 ◽  
Author(s):  
David W. Anderson
Keyword(s):  
Special Education ◽  
Teacher Training ◽  
Special Educators ◽  
Training Programs ◽  
World View ◽  
Classroom Community ◽  
Teacher Training Programs ◽  
Classroom Communities ◽  
God's Image ◽  
Collaborative Efforts

This paper presents special education as a ministry of reconciliation designed to promote community and to recognize wholeness in the presence of disability. It is offered as part of an ongoing discussion of the need for an inclusive world view founded on Christian principles. Including the excluded –reaching out to those ignored or pushed away by society – was a characteristic of Jesus' ministry and must be a hallmark of Christian educators and churches. The hope is that the ideas expressed herein will foster collaborative efforts between general and special educators which lead to the creation of positive, caring classroom communities that value and promote unity and equality while also celebrating diversity. Christian teacher training programs must encourage and model an inclusive worldview in which individuals with disabilities are also recognized as God's image-bearers, and where there is acknowledgment of the abilities and gifts they bring to the classroom community.

scholarly journals Assessment of the Educational Needs of Preschool Teacher Candidates as regards Teaching Practice

2021 ◽  
Vol 13 (2) ◽  
pp. 356-381
Author(s):  
Dervise Amca Toklu ◽  
Cigdem Hursen
Keyword(s):  
Classroom Management ◽  
Teacher Candidates ◽  
Qualitative Data ◽  
Teaching Practice ◽  
Training Programs ◽  
Descriptive Study ◽  
Educational Needs ◽  
School Teaching ◽  
Departments Of Education ◽  
Teacher Training Programs

The purpose of this study is to determine the educational needs of preschool pre-service teachers for teaching practice. In this descriptive study, a quantitative and qualitative blended method was preferred. 928 pre-service teachers who were enrolled at the Pre-School Teaching departments of Education Faculties of 3 different Universities in the 2018-2019 Spring Term attended the study. Findings obtained from quantitative and qualitative data revealed that pre-service teachers need training for the application of communication skills, classroom management, material use and evaluation methods. In this context, it is recommended to increase the number of practical courses in teacher training programs to improve the professional knowledge and skills of pre-service teachers. In addition, it should be ensured that pre-service teachers gain experience in teaching practices by extending their internship duration in preschool institutions.

scholarly journals Pre-service Teacher Training Programs in the Philippines: The Student-teachers Practicum Teaching Experience

EFL Journal ◽  
2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Mark Bedoya Ulla
Keyword(s):  
Teacher Training ◽  
Classroom Management ◽  
Student Teachers ◽  
Training Programs ◽  
Teaching Experience ◽  
Private University ◽  
The Philippines ◽  
Teaching Resources ◽  
Teacher Training Programs ◽  
Pre Service Teacher

Pre-service teacher training is one of the most important aspects of every teacher’s education curriculum as it prepares student-teachers to become qualified teachers in the future. This paper explored the pre-service teacher training programs in the Philippines through the practicum experience of the 21 junior and senior BSEd and BA English student-teachers from a private university in Mindanao, Philippines. Data were taken from classroom observations, group interview, and modified questionnaire. The findings revealed that there was a different standard policy of pre-service teacher training programs for BSEd and BA English. While BSEd-English concentrated on developing professional teachers for secondary schools, BA-English focused on developing not just teachers but professionals with exceptional communication skills. The student-teachers also reported some challenges in practicum teaching; classroom management, teaching confidence, and lack of teaching resources. Some solutions to overcome the challenges were suggested.

Pesquisas sobre Currículos e Culturas: tensões, movimentos e criações

2020 ◽  
Author(s):  
Maria Patrícia Silva
Keyword(s):  
Health Care ◽  
Research Group ◽  
Training Programs ◽  
Academic Research ◽  
Art Music ◽  
The Other ◽  
Educational Policies ◽  
Cultural Spaces ◽  
Teacher Training Programs ◽  
Do It Yourself

The book Research on Curricula and Cultures: tensions, movements and creations, organized by Marlucy Alves Paraíso and Maria Patrícia Silva, it consists of 17 chapters, one of which is an interesting work by a Canadian scholar who investigates state anti-feminism. The other chapters bring results from 16 researches developed by researchers from the Study and Research Group on Curricula and Cultures (GECC), created and coordinated by Marlucy Alves Paraíso, which has researchers from several Brazilian universities and states. The articles in the book combine the post-critical perspectives used to investigate curricula and cultures in their different nuances, addressing silences, power relations, modes of subjectivation and the movements that prevent their fixity. The book brings research results that discuss the possibilities of creating possibilities at school and in other cultural spaces that also have curricula and develop pedagogies, such as: cyberspace, city, health care programs, teacher training programs, educational policies, etc. In addition, curricula are investigated with emphasis on different practices and aspects: childhood, art, music, dance, gender, sexuality, ethnicity, corporality, politics, with research that also innovates methodologically when operating with openings, experiments, do-it-yourself and compositions in different ways. to research curricula without rigidity, although with the necessary rigor in academic research. O livro reconhece de diferentes modos as possibilidades de conexões entre currículos e culturas, e mostra movimentos capazes de operar transgressões apostando em uma cultura porvir.

Meeting the Needs of Rural Teachers of Visually Impaired Students

1987 ◽  
Vol 81 (5) ◽  
pp. 204-209 ◽  
Author(s):  
M.J. Bina
Keyword(s):  
Teacher Training ◽  
Visually Impaired ◽  
Training Programs ◽  
Rural Teachers ◽  
Sense Of Humor ◽  
Itinerant Teachers ◽  
Teacher Training Programs ◽  
Visually Impaired Students

A survey of itinerant teachers in Texas found that, despite the numerous shortcomings of the job, the respondents believed there were many advantages. The respondents further identified the much needed ability to adjust to change, to put things in perspective, to modify their expectations, and to exercise a healthy sense of humor. This article details these shortcomings and advantages, suggests strategies for overcoming obstacles, and discusses the implications of the findings for administrators of schools and personnel of teacher-training programs.

Sophistication of Taiwan High School Military Training and Education System of Teacher Education Research

2011 ◽  
Vol 393-395 ◽  
pp. 288-291
Author(s):  
Min Chuan Huang ◽  
Chao Yen Wu ◽  
Jang Ruey Tzeng
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Professional Identity ◽  
Training Programs ◽  
Military Training ◽  
National Defense ◽  
Training And Education ◽  
Demand And Supply ◽  
Teacher Training Programs ◽  
The Military

This study sought to resolve the current imbalance of demand and supply of the military instructors on the campus in Taiwan. Having witnessed the importance of a sustainable supply of certified military instructors to support the all-people-defense-education, the study first reviewed two versions of teacher training programs carried out by the Ministry of Defense and normative colleges. After exposing the weaknesses of these two versions of selection practice, this study continued with its recommendation. It is hoped that with its suggested concept of building partnership via outsourcing, professional identity of the military instructors can be elevated and ascertained. Specific contributions of this study are: the National Defense Education Division made sophisticated system of teacher education and teacher key capabilities. Project commissioned by the National Defense Education recruitment agency approach teacher education ideas

Variables Affecting the Reintegration Rate of Students with Serious Emotional Disturbance

1994 ◽  
Vol 61 (3) ◽  
pp. 254-268 ◽  
Author(s):  
Elana Esterson Rock ◽  
Michael S. Rosenberg ◽  
Deborah T. Carran
Keyword(s):  
Special Education ◽  
Regression Analysis ◽  
Emotional Disturbance ◽  
Teacher Attitudes ◽  
Special Education Teachers ◽  
Educational Program ◽  
Special Educators ◽  
Demographic Characteristics ◽  
Serious Emotional Disturbance ◽  
K 12

This study examined educational program and teacher variables to identify factors that predict the reintegration of students with serious emotional disturbance (SED) into less restrictive placements. Data on program demographics, reintegration orientation, teacher reintegration training, and teacher attitudes toward reintegration were collected from 162 special education teachers and 31 administrators in restrictive placements for K-12 students with SED. This information was compared to the reintegration rates of students in those schools through the use of a hierarchical set regression analysis. Results indicated that reintegration orientation, demographic characteristics of restrictive SED programs, and particular experiences/training of special educators predict the reintegration of students with SED into less restrictive programs.

Public School and University Teacher Training Programs for Behaviorally Disordered Children: Are They Compatible?

1980 ◽  
Vol 5 (3) ◽  
pp. 151-155 ◽  
Author(s):  
Kenneth Kavale ◽  
Alfred Hirshoren
Keyword(s):  
Public School ◽  
Teacher Training ◽  
Training Programs ◽  
Behavior Disorder ◽  
Theoretical Models ◽  
School Behavior ◽  
Behaviorally Disordered ◽  
School Programs ◽  
Teacher Training Programs ◽  
University Teacher Training

The findings from a survey of public school programs for behaviorally disordered children are presented suggesting that a majority considered their theoretical focus to be behavioral. If a majority of university teacher-training programs in behavior disorder also consider their primary theoretical focus to be behavioral as previous research suggested, then the two would appear to complement each other. Another portion of the survey, however, indicated that the pragmatic approaches to treatment found in public school behavior disorders programs cover techniques reflecting a wide variety of theoretical models. Consequently, there exists a mismatch which prevents maximum effectiveness in both teacher training and service delivery for behaviorally disordered children. It was concluded that university teacher training programs should reflect a more eclectic stance by carefully synthesizing assorted theoretical components into a composite which meets the diverse pragmatic demands of public school programs for behaviorally disordered children.1

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