Alternative Route Special Education Teacher Preparation Programs Guidelines

Autor/inn/en	Wasburn-Moses, Leah; Rosenberg, Michael S.
Titel	Alternative Route Special Education Teacher Preparation Programs Guidelines
Quelle	In: Teacher Education and Special Education, 31 (2008) 4, S.257-267 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406408330647
Schlagwörter	Preservice Teacher Education; Program Design; Guidelines; Special Education Teachers; Teacher Educators; Alternative Teacher Certification; Teacher Qualifications; Program Development; Teacher Collaboration; Teamwork; Mentors; Teaching Skills; Assignments; Educational Technology + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Programme design; Programmaufbau; Programmplanung; Richtlinien; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerbildung; Lehrqualifikation; Lehrerkooperation; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Assignment; Auftrag; Zuweisung; Unterrichtsmedien
Abstract	With the proliferation of alternative route (AR) special education teacher preparation programs, many teacher educators are likely to be involved in AR program design and implementation. Unfortunately, few resources have focused on best practices for program developers to prepare the nontraditional participants who typically populate their programs. In this article, the authors present a series of guidelines intended to assist teacher educators in the development of AR programs. These guidelines, presented within the context of best practices in teacher education, relate directly to what we know about the characteristics of successful AR programs as well as the participants who access these programs. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10