Content of Special Education Teacher Preparation

Abl, A.; Young, Clifford C.; Hendrickson, Jo M.

doi:10.1177/088840648701000307

Cited by 12 publications

(4 citation statements)

References 15 publications

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“…These findings, hence, bear significant implications in order to enhance the quality of education in different disciplines. Considering that a limited number of teachers get training as consultants, collaborators, or team teachers at the in-service level (Gable, Young, & Hendrickson, 1987), their effectiveness may be vulnerable to the role they play and the context and the community in which they work, compared to the education they received (Allinder, 1994). The significance of adapting for teachers' needs, irrespective of the value placed by society of a particular discipline, should be underscored at all levels of pre-service and in-service education.…”

Section: Discussionmentioning

confidence: 99%

The relationship between self-efficacy and instructional practice of in-service soft disciplines, hard disciplines and EFL teachers

Khanshan

Yousefi

2020

Asian. J. Second. Foreign. Lang. Educ.

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The present study aimed at investigating the relationship between teachers' selfefficacy perceptions and their instructional practices. The mediatory role of the teachers' occupational characteristics such as their disciplines was also examined. For this purpose, a total of 70 teachers from the soft science, hard science and English language teaching (ELT) disciplines were compared. This study was situated within a mixed-methods design in which questionnaires as well as observation and semistructured interviews were used to measure the efficacy-teaching practice. Results of Pearson correlation coefficients revealed that the self-efficacy of soft science and hard science teachers was significantly correlated with their teaching practice, with the ELT teachers' efficacy-teaching relation not reaching a statistical significance. Results obtained from the observation and interviews further explained the teachers' practices and the challenges that they faced in their classroom practices. Findings are discussed in light of both individual and societal perspective, offering important implications for the classrooms.

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Section: Discussionmentioning

confidence: 99%

The relationship between self-efficacy and instructional practice of in-service soft disciplines, hard disciplines and EFL teachers

Khanshan

Yousefi

2020

Asian. J. Second. Foreign. Lang. Educ.

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“…These lists often are generated by polling teachers and experts from higher education (Ysseldyke & Algozzine, 1982). What has come to light is the apparent mismatch between coursework and what teachers need to know and be able to do to be effective in the classroom (Gable, Young, & Hendrickson, 1987). Knowledge of subject matter presented in didactic classes did not appear to be an adequate contributor or predictor of teacher competence (Menges, 1975).…”

Section: Performance-based Preservice Educationmentioning

confidence: 99%

Utah's Response to Critical Issues and Needs

Welch

Kukic²

1988

Teacher Education and Special Education: The Journal of the Tea

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McDonnell, coordinator of Moderate to Severe Endorsement, for their contributions in the development of the program. The authors also wish to acknowledge Dr. M. Winston Egan for his contribution to the development of the CORE Curriculum of the program and the graphic figure presented in this article. ABSTRACTThe Utah State Board of Education adopted new special education certification standards in 1987, resulting in the establishment of cross-categorical endorsements in the specialty areas of mildly/moderately handicapped students and severely/profoundly handicapped students. While students eligible for special education services are assessed

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“…Two recent national surveys revealed that preservice special education programs emphasize academic instruction, materials selection, management, and adaptation (Gable, Young, & Hendrickson, 1987) and direct instruction, task analysis, curriculum-based assessment, and applied behavioral analysis (Pugach & Whitten, 1987). Yet relatively little is known about the actual content of preservice preparation programs for teachers of mildly handicapped students.…”

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confidence: 99%

Evidence of the Regular Education initiative In Federally Funded Personnel Preparation Programs

Korinek

Laycock

1988

Teacher Education and Special Education: The Journal of the Tea

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Cooperation with regular education to serve mildly handicapped special education students is a theme that has been recurrent throughout the history of special education and reiterated in the form of the Regular Education Initiative. Yet little documentation of the actual impact of this initiative on teacher preparation practices has been reported. This article presents the results of an analysis of 40 of the top-ranked federally funded special education personnel preparation proposals for programs to prepare teachers of students with mild-moderate disabilities. The article describes (1) the degree to which grant proposers explicitly articulated a philosophy of cooperation between regular and special education, (2) how this philosophical commitment was translated into specific program design components, and (3) changes in the extent of cooperation over recent years. Areas of strong support, inconsistencies, and issues of concern in pursuing the regular education initiative through teacher preparation programs are discussed.at UNIVERSITE DE MONTREAL on June 7, 2015 tes.sagepub.com Downloaded from

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Content of Special Education Teacher Preparation

Cited by 12 publications

References 15 publications

The relationship between self-efficacy and instructional practice of in-service soft disciplines, hard disciplines and EFL teachers

The relationship between self-efficacy and instructional practice of in-service soft disciplines, hard disciplines and EFL teachers

Utah's Response to Critical Issues and Needs

Evidence of the Regular Education initiative In Federally Funded Personnel Preparation Programs

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