Preparing Preservice Secondary Special Educators

Autor/inn/en	Conderman, Greg; Johnston-Rodriguez, Sarah; Hartman, Paula; Kemp, Drew
Titel	Preparing Preservice Secondary Special Educators
Quelle	In: Preventing School Failure, 57 (2013) 4, S.196-205 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2012.679326
Schlagwörter	Mixed Methods Research; Teacher Educators; Secondary School Teachers; Preservice Teachers; Special Education Teachers; Surveys; Self Esteem; Teacher Competencies; Teaching Skills; Team Teaching; Teacher Role; Methods Courses; College School Cooperation; Field Experience Programs; Curriculum; Transitional Programs; Disabilities; Inclusion + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Survey; Umfrage; Befragung; Self-esteem; Selbstaufmerksamkeit; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teamteaching; Lehrerrolle; Methodisch-didaktische Anleitung; Praxisnahes Lernen; Curricula; Lehrplan; Rahmenplan; Handicap; Behinderung; Inklusion
Abstract	Through a mixed-methods study, teacher education faculty members investigated the implementation of a new block of courses and an associated secondary clinical experience designed to prepare preservice secondary special educators. Seventy-three preservice candidates (a) completed then-and-now surveys assessing their confidence implementing 25 competencies, (b) submitted clinical-based artifacts, and (c) reflected on their clinical experience. They reported greater confidence in all skills; completed co-teaching, transition, and strategy-based projects with more than 90% accuracy; and indicated greater understanding of the roles assumed by secondary special educators. Results support recommendations by the National Council for Accreditation of Teacher Education for developing closer connections between methods courses and clinical experiences and greater collaboration between university and school faculty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10