Looking in the Rear View Mirror: A Content Analysis of Teacher Education and Special Education

1996 ◽  
Vol 19 (3) ◽  
pp. 248-261 ◽  
Author(s):  
Beth Tulbert ◽  
Paul T. Sindelar ◽  
Vivian I. Correa ◽  
Michelle M. La Porte
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Content Analysis ◽  
Rear View Mirror

scholarly journals Identifying Student Teachers’ Inquiry-Related Questions in Biology Lessons

2021 ◽  
Vol 11 (2) ◽  
pp. 87
Author(s):  
Matti Hiltunen ◽  
Sirpa Kärkkäinen ◽  
Tuula Keinonen
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Secondary School ◽  
Student Teachers ◽  
Secondary School Student ◽  
Basic Knowledge ◽  
Factual Knowledge ◽  
Primary School Student ◽  
Video And Audio ◽  
Higher Order Questioning

Prior research has shown that both teacher-led and recitation questions dominate in classrooms; teachers ask closed-ended questions more than open-ended questions. Even though classroom questioning has been studied in many previous studies there has been very limited research addressing the questioning of student teachers during inquiry-based biology lessons focusing on the inquiry stages: introduction, examination, and conclusion. In this study, a total of 21 lessons by 12 student teachers in primary and secondary schools were video- and audio-recorded. The recorded discussions were transcribed and the qualities of the questions were analyzed using content analysis, and the questions of student teachers were categorized into 10 different question categories. The findings revealed that primary school student teachers asked mainly for factual knowledge, concepts, and basic knowledge of species in all inquiry stages. Secondary school student teachers also asked mainly for concepts and basic knowledge of species. They also asked students to generate ideas and explain their answers, especially in the examination and conclusion stages. The present study indicates that student teachers’ questioning needs to be developed more towards higher-order questioning such as analyzing, synthetizing, and evaluating to scaffold students in inquiries and develop future teachers’ questioning skills in teacher education.

Teacher Education and Special Education: A Second Look Back

2003 ◽  
Vol 26 (4) ◽  
pp. 341-348 ◽  
Author(s):  
Anne M. Bauer ◽  
Lawrence J. Johnson ◽  
Jenny Carpenter-Krieg
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Second Look ◽  
Look Back

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.

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.

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.

scholarly journals Teacher Education Reform Within University Special Education Programs

2017 ◽  
Vol 38 (5) ◽  
Author(s):  
Regina Sapona ◽  
Jerry Etienne ◽  
Anne Bauer ◽  
Ann E. Fordon ◽  
Lawrence J. Johnson ◽  
...  
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Education Reform ◽  
Education Programs ◽  
Teacher Education Reform ◽  
Special Education Programs

scholarly journals The influence of structured guidance on pre-service teachers’ blog writing

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Youngju Lee
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Media Use ◽  
Instructional Media ◽  
Media Development ◽  
Course Content ◽  
Blog Posts

The purpose of the study was to investigate how structured blogging influences pre-service teachers’ writings. In this study, pre-service teachers were provided with structured guidance for blog writing to support their instructional media development, undertaken as part of their teacher education course. Content analysis was conducted to examine the distribution of the types of statements and feedback in the blog posts. The proportion of statements varied depending on the sub-topics of the posts. A large number of descriptive statements were identified in the sub-topics which asked for lesson objectives and methods of instructional media use. However, in cases where the rationale for media use was requested, a great number of evaluative statements were found. Reflective statements dominated under the sub-topic of descriptions of the pre-service teachers’ impressions of instructional media development. The most prominent feedback types in the blog comments and replies were social and affirmative. The pre-service teachers rarely used critical or suggestive feedback. However, reflective types of feedback occurred more in their replies than in their comments.

Sign in / Sign up

Export Citation Format

Share Document