Chapter 12 Teaching Is Not a Profession: How General and Special Education Teacher Education Have Failed

Dray, Barbara J.; Thomas, Cathy Newman

doi:10.1108/s0270-4013(2010)0000020015

Cited by 2 publications

(2 citation statements)

References 25 publications

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“…A number of research teams describe innovative uses of technology that address the call from Sindelar et al (2010) to augment research quality. To illustrate, Fitzgerald and her colleagues (Fitzgerald et al, 2011;Mitchem et al, 2009;Miller et al, 2009) are engaged in a program of research that uses Senge's (1990) theory of practice fields to ground their studies. The use of guiding theory is a foundational component in design, testing, and dissemination of new practices (Clark, 2009;Mayer, 2004).…”

Section: Multimedia Interventions In Special Education Teacher Educationmentioning

confidence: 99%

“…Teacher Education and Special Education 35(3) Thus, the field of teacher education should take stock of practices that are grounded in empirical evidence and evaluate the extent to which those practices are present in our respective teaching repertoires (Clark, 2009;Clark & Estes, 2008). This exploration is particularly relevant given the ongoing discussion in the literature related to whether teaching is a profession with the same respected standing and standards as medicine, law, and engineering (Connelly & Rosenberg, 2009;Dray & Thomas, 2010).…”

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Using Multimedia Tools to Support Teacher Candidates’ Learning

Kennedy

Ely

Thomas

et al. 2012

Teacher Education and Special Education: The Journal of the Tea

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Content Acquisition Podcasts (CAPs), created using Mayer’s Cognitive Theory of Multimedia Learning, are a form of instructional technology that can deliver critical course content and be used by teacher educators to conserve limited face-to-face instructional time. In this study, the authors investigate whether the sequence of instruction for CAP exposure (preview or review) paired with textbook reading affected knowledge gains on topics related to students with disabilities. They randomly assign preservice teacher candidates from two large public universities to one of three conditions: (a) CAP exposure preceding reading, (b) CAP exposure following reading, and (c) reading with graphic organizer/outline alone. A 40-item multiple-choice pre- and posttest measured participant knowledge of two topics: “Learning Disabilities” and “High-Functioning Autism.” Students in both CAP groups significantly outperformed students from the Text-Only group on both experiments, but order of CAP exposure did not result in significant differences in learning. The authors describe implications for teacher preparation programs regarding how to create and implement theoretically sound technology-based instructional materials, such as CAPs.

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