scholarly journals “The Voice of the Parent Cannot be Undervalued”: Pre-Service Teachers’ Observations after Listening to the Experiences of Parents of Students with Disabilities

Societies ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 50
Author(s):  
Katherine A. Koch
Keyword(s):  
Qualitative Research ◽  
Teacher Education ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Data Set ◽  
The Voice ◽  
Discussion Panel ◽  
Class Assignment

The purpose of this qualitative research was to consider the influence of parent interaction on the perspectives of pre-service teachers with regards to their interactions with and instruction of students with disabilities. The data set for this research was 106 reflection papers written as part of a class assignment after the pre-service teachers participated in a discussion panel with parents of children with disabilities. The pre-service teachers were asked to reflect on things they learned after listening to the parents and how they would use that information in their future interactions with parents when they had their own classrooms. The findings suggest that listening to the parents’ experience from the parents themselves had an impact on the pre-service teachers and would positively influence their future interactions. Recommendations to improve opportunities for parent exposure in teacher-education programs are provided.

scholarly journals Partnerships to promote inclusive education for students with disabilities in Thailand

2021 ◽  
Vol 5 (1) ◽  
pp. 85-95
Author(s):  
Somkate Uttayotha ◽  
Andrew Scheef
Keyword(s):  
Teacher Education ◽  
Pilot Study ◽  
Public Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Residential Schools ◽  
Future Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
To Receive

Inclusive education provides opportunities for students with disabilities to learn alongside peers without disabilities. In some countries, such as Thailand, a dearth of opportunities for inclusive education means that students with disabilities are only offered enrollment in residential schools designed for students with disabilities. As a result, students are forced to leave their home communities to receive a public education. Inclusive education allows students to follow the same path as peers in their community, which benefits all parties. This qualitative pilot study featured interviews with stakeholders to better understand how schools can partner with regional entities to increase opportunities for inclusive education. Analysis of data lead to the emergence of three themes. First, the partnership led to an increase in collaboration, both between the school and outside agencies as well as within the school itself. Second, as many teachers did not receive instruction on developing inclusive classrooms while completing their teacher education programs, the coaching and mentoring delivered through the partnership was critical. Third, in order to ensure that the content of the training was meaningful and relevant, the delivery of services on-site in the school was identified by interviewees as essential. In addition to presentation of these findings, this paper includes a discussion of these findings, including implications for practice and future research.

scholarly journals "The Event of Place": Teacher Candidates' Experiences of a Northern Practicum

in education ◽  
2019 ◽  
Vol 25 (2) ◽  
pp. 73-90
Author(s):  
Melanie D. Janzen
Keyword(s):  
Qualitative Research ◽  
Teacher Education ◽  
Education Program ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teaching Experiences ◽  
Ethical Approaches ◽  
Practicum Experiences

Teacher education programs in Canada—by the nature of their geographic locations and composition of their faculty and students—remain largely urban centric in their values and programs. Yet, teacher education programs are responsible for preparing teachers for rural, remote, and northern teaching experiences. In this study, I explore the experiences of teacher candidates who participated in a northern practicum option developed at a Western Canadian teacher education program. The purpose of this research is to examine teacher candidates’ experiences of the northern practicum option in order to inform our northern practicum option, as well as to contribute to the development of other northern practicum offerings in Canadian teacher education programs. Drawing on place-conscious theorizing, I explore the ways in which the northern practicum experiences have the potential to disrupt settler-colonial narratives, to develop understandings of place-based curriculum and pedagogies, and to support democratic and ethical approaches to education.     Keywords: Northern Canada; practicum; teacher education; qualitative research; place-consciousness

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

Identifying the Roadblocks to Effective Clinical Practice in Teacher Education Programs

2021 ◽  
Vol 96 (1) ◽  
pp. 112-116
Author(s):  
Bernard Badiali ◽  
Drew Polly ◽  
Rebecca West Burns ◽  
Eva Garin
Keyword(s):  
Teacher Education ◽  
Clinical Practice ◽  
Teacher Education Programs ◽  
Education Programs

scholarly journals Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

2017 ◽  
Vol 7 (2) ◽  
pp. 139
Author(s):  
Heather Smith-Sherwood
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Theory And Practice ◽  
Teacher Education Programs ◽  
Continuous Assessment ◽  
Education Programs ◽  
Quality Teachers ◽  
Effect Change ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity. 

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.

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