The Role of Teacher Preparation in Promoting Evidence-Based Practice in Schools

Autor/inn/en	Scheeler, Mary Catherine; Budin, Shannon; Markelz, Andy
Titel	The Role of Teacher Preparation in Promoting Evidence-Based Practice in Schools
Quelle	In: Learning Disabilities: A Contemporary Journal, 14 (2016) 2, S.171-187 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Teacher Education Programs; Evidence Based Practice; Special Education Teachers; Teacher Competencies; Teacher Qualifications; Teacher Educators; Teacher Role; Skill Development; Teaching Methods; Barriers; Expertise; Knowledge Level; Educational Innovation; Fidelity + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrkunst; Lehrqualifikation; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerrolle; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Expert appraisal; Wissensbasis; Instructional innovation; Bildungsinnovation
Abstract	It is paramount that teacher preparation programs continually strive toward the mission of preparing effective special educators. Through coursework and fieldwork, graduates must be well-informed professionals capable of improving student outcomes by understanding, selecting, and engaging in evidence-based practice (EBP). Evidence suggesting special educators are not implementing EBP with fidelity underscores the necessity for teacher educators to reexamine our role in promoting EBP in schools. Following an analysis of current challenges, ranging from lack of reinforcement provided to teachers who use EBP to the breadth of expertise needed as contemporary special educators, we offer a path forward. Starting within our own college classrooms, we explore traditional and innovative methods of enhancing knowledge and skills that rely on EBP. Next, we highlight the transition from coursework to fieldwork and the importance of building teacher preparation programs around clinically-rich teaching experiences. We then unpack issues related to fidelity and generalization of EBP by preservice teachers and provide a model for its promotion. We conclude with the critical role teacher educators have in elevating the status of teacher preparation by ensuring our preservice teachers know and use EBP in their own classrooms. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldworldwide.org/research/learning-disabilities-a-contemporary-journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01