Literaturnachweis - Detailanzeige
| Autor/inn/en | Jones, Phyllis; West, Elizabeth A. |
|---|---|
| Titel | Moving toward a Hybrid Teacher Education Course: Supporting the Theory to Practice Challenge in Special Education |
| Quelle | In: Journal of Special Education Technology, 25 (2010) 2, S.45-56 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| Schlagwörter | Teacher Education; Blended Learning; Education Courses; Special Education; Theory Practice Relationship; Evidence; Learning Processes; Models; Curriculum Development; Curriculum Design; Graduate Students; Student Attitudes; Course Evaluation Lehrerausbildung; Lehrerbildung; Fortbildungskurs; Special needs education; Sonderpädagogik; Sonderschulwesen; Theorie-Praxis-Beziehung; Evidenz; Learning process; Lernprozess; Analogiemodell; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrplangestaltung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten |
| Abstract | The use of teacher education hybrid courses has become a growing and more visible phenomenon in the field of special education. This article describes a hybrid course development process that utilizes a seven-stage learning cycle model for course structure and design as a way to support the translation of evidence-based practices to the classroom and larger school community context. A case example is described where two cohorts of graduate special education students completed a hybrid course developed around this seven-stage model. This case presents a positive student perspective of the hybrid course structure and supports a reflection of application to practice. (As Provided). |
| Anmerkungen | Technology and Media Division of the Council for Exceptional Children. 2900 Crystal Drive Suite 1000, Arlington, VA 22202. e-mail: contactus@tamcec.org; Web site: http://www.tamcec.org/jset |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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