The edTPA as an Occasion for Structuring Faculty Dialogue across the Divide? A "Checklist Manifesto" for a More Inclusive Teacher Education

Autor/in	Pugach, Marleen C.
Titel	The edTPA as an Occasion for Structuring Faculty Dialogue across the Divide? A "Checklist Manifesto" for a More Inclusive Teacher Education
Quelle	In: Teacher Education and Special Education, 40 (2017) 4, S.314-321 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406417705320
Schlagwörter	Inclusion; Check Lists; Teacher Education Programs; Teacher Educators; Special Education; General Education; Preservice Teacher Education; Teacher Competencies; Teaching Methods; Measurement Techniques; Cooperative Planning; Teacher Collaboration + Suchen Sie Ihr Suchwort? Inklusion; Checkliste; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Allgemein bildendes Schulwesen; Allgemeinbildung; Lehramtsstudiengang; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Messtechnik; Lehrerkooperation
Abstract	Collaboration across teacher education in the service of a more inclusive preservice pedagogy is now taking place within a context of high intensity accountability that includes the widespread adoption of the edTPA. This analysis explores how teacher educators in special and general education might advance the preparation of preservice students for inclusive teaching when faculty are obliged to use the edTPA to measure candidate learning. Drawing on Atul Gawande's (2009) work in the field of medicine related to the value of using checklists to improve outcomes among experts in practical settings, the author proposes the Teacher Education for Inclusion Checklist. This tool is designed to help overcome the underappreciated power of the historical divide between general and special education, which often serves as a default position for how teacher educators work together, and to provide guidance for how faculty might engage in dialogue across the assessments mandated by the edTPA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01