Envisioning the Future of Special Education Personnel Preparation in a Standards-Based Era

Autor/inn/en	Leko, Melinda M.; Brownell, Mary T.; Sindelar, Paul T.; Kiely, Mary Theresa
Titel	Envisioning the Future of Special Education Personnel Preparation in a Standards-Based Era
Quelle	In: Exceptional Children, 82 (2015) 1, S.25-43 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402915598782
Schlagwörter	Special Education Teachers; Teacher Education; Teacher Effectiveness; Teacher Education Programs; Models; Context Effect; Disabilities; Teacher Competencies; Educational Quality; Knowledge Base for Teaching; Educational Practices; Teaching Methods; Alignment (Education); Scaffolding (Teaching Technique); Tutoring; Field Experience Programs; Feedback (Response); Reflection; Coaching (Performance); Peer Teaching; Educational Technology; Cooperation; Systems Approach; Educational Policy + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Analogiemodell; Handicap; Behinderung; Lehrkunst; Quality of education; Bildungsqualität; Teaching theory; Theory of teaching; Unterrichtstheorie; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Förderkonzept; Nachhilfeunterricht; Praxisnahes Lernen; Peer group teaching; Peer Group Teaching; Unterrichtsmedien; Co-operation; Kooperation; Systemischer Ansatz; Politics of education; Bildungspolitik
Abstract	The authors consider the future of special education personnel preparation by responding to an overarching question: "What frameworks might teacher educators use as a basis to promote special education teacher effective performance now and in the future?" In answering this question, they summarize current trends in the context of schooling and special education (i.e., Common Core State Standards [CCSS], multi-tiered systems of support [MTSS]) and what these contexts demand of special education teachers. The authors propose a practice-based model for fostering effective special education teacher performance. Grounded in the science of learning, the model includes approaches in teacher education that align with this literature. Implications for implementing the model are provided, which recognize current constraints on schools and colleges of education, to better promote this model for fostering effective performance. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01