Course Delivery: Keystones of Effective Special Education Teacher Preparation

Autor/inn/en	Vernon-Dotson, Lisa J.; Floyd, Loury O.; Dukes, Charles; Darling, Sharon M.
Titel	Course Delivery: Keystones of Effective Special Education Teacher Preparation
Quelle	In: Teacher Education and Special Education, 37 (2014) 1, S.34-50 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406413507728
Schlagwörter	Teacher Education; Special Education; Special Education Teachers; Grounded Theory; Qualitative Research; Standards; Teacher Education Programs; Program Effectiveness; Teacher Effectiveness; Online Courses; Large Group Instruction; Distance Education; Literature Reviews; Educational Needs; Teaching Methods; Technology Uses in Education; Student Diversity; Educational Quality + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Qualitative Forschung; Standard; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Educational need; Bildungsbedarf; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Quality of education; Bildungsqualität
Abstract	In this review of the literature, the authors examined studies investigating course delivery methods for preparing special education teachers. Ultimately, 17 studies were reviewed using a constant comparative qualitative method of analysis. This analysis led to the emergence of five themes: (a) established needs, (b) effectiveness, (c) logistics, (d) instructional methods, and (e) critical factors. The findings from this review are discussed in relation to mechanisms affecting special education teacher education, including (a) technology, (b) diversity, (c) preservice and in-service prerequisite knowledge, (d) skills and dispositions, and (e) program quality. Implications for future research in distance education related to special education teacher preparation, such as need for variability in the courses types are examined, while the necessity for studies utilizing random selection and implications for practice pertaining to instructor and student readiness as well as program infrastructure are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10