Enhancing quality: Listening to participant voices to improve our Master's program in special education

Haines, Shana J.; Kervick, Colby T.; Shepherd, Katharine G.; Levitt, Melanie J.

doi:10.1016/j.tate.2017.03.022

Cited by 4 publications

(3 citation statements)

References 27 publications

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“…Further to these 'weak signals' of discontent, we have seen a need, like Haines et al (2017), to collect, from the prospective teachers themselves, data on the processes through which our curriculum and teaching practice experiences occur.…”

Section: Introductionmentioning

confidence: 99%

Millennial generation preservice teachers inspiring the design of teacher education

Mäkinen

Lindén

Annala

et al. 2018

European Journal of Teacher Education

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The article presents an interpretive phenomenological approach (IPA) to preservice teachers' experiences of their current secondary teacher education programme (STEP) in Finland. The focus of the study is the millennial generation cohort in which new teachers comprise a key group to be studied because they will contribute to the future of education. Thirteen preservice teachers participated in the study. Their experiences are interpreted through the lenses of generation theory and contemporary teacher education research. The findings include three phenomenological themes that are core elements of STEP: time balance, reciprocal participation and meaningfulness. These themes are discussed and suggestions made for ways to transform teacher education to make it more relevant.

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Section: Introductionmentioning

confidence: 99%

Millennial generation preservice teachers inspiring the design of teacher education

Mäkinen

Lindén

Annala

et al. 2018

European Journal of Teacher Education

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“…Offering cohort programs to fill targeted areas (Haines et al, 2017) Recruit paraprofessionals, substitute teachers, or high school students in grow your own program (Sutcher et al, 2016;Swanson, 2011)…”

Section: Specific Set Shortage Areasmentioning

confidence: 99%

Ameliorating the Special Education Teacher Crisis: Systems Thinking and Innovative Approaches

Rock,

Dieker,

Billingsley

et al. 2023

JOSEP

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Chronic and pervasive special education teacher (SET) shortages have interfered with state, district, and school efforts to recruit and retain effective teachers for students with disabilities. Unfortunately, these shortages have worsened post-pandemic due to early retirements, low unemployment rates, and career changes. The purpose of this article is to provide a systems thinking (ST) framework to help stakeholders consider the complex and interacting systems in which these shortages occur (i.e., teacher preparation, district and schools, society). We consider specific elements within these systems, their interconnections, with a focus on identifying steps and ideas stakeholders can use to understand contributors to the shortage crisis, while providing strategies and innovative ideas for greater sustainability. We also offer real examples of ST solutions used within teacher education programs, schools, and other professions. To further bolster ST, we conclude with examples of innovations outside of education with ideas to bridge these concepts into potential pathways to address SET shortages.

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“…The meaning of considering pre-service teachers is derived from the fact that they are regarded as change agents because of the updated knowledge that they have recently acquired. Furthermore, signals of confusion among the teachers, as shown in Haines et al [24], signals the need to collect data from teachers to identify their set of beliefs and what kinds of curriculum ideologies they hold. The results are critical for enhancing the successful implementation of the inclusion principle, as well as developing teacher education.…”

Section: Introductionmentioning

confidence: 99%

Curriculum Ideologies Reflecting Pre-Service Teachers’ Stances toward Inclusive Education

Mäkinen¹

2018

Contemporary Pedagogies in Teacher Education and Development

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This chapter presents the results of the study of pre-service teachers' curriculum ideologies and what kind of belief stances about inclusive education they reflect. The chapter also provides insights into the steps the schools are taking toward inclusive school culture in Finland. The data were collected from 115 pre-service teachers in connection with two undergraduate study courses within the Primary School Teacher Education (PSTE) program. Their written reflections were interpreted through the lenses of curriculum ideology framework and inclusive education reform agenda. The findings reveal two types of tensions between pre-service teachers' curriculum ideologies: "knowledge versus experience" and "adoption versus reconstruction." These tensions reflect preservice teachers' prerequisites for working in inclusive settings and ways to interpret the inclusive agenda stated by the international and national declarations. The results are discussed and suggestions are made for ways to enhance the implementation of inclusive education and develop teacher education.

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Enhancing quality: Listening to participant voices to improve our Master's program in special education

Cited by 4 publications

References 27 publications

Millennial generation preservice teachers inspiring the design of teacher education

Millennial generation preservice teachers inspiring the design of teacher education

Ameliorating the Special Education Teacher Crisis: Systems Thinking and Innovative Approaches

Curriculum Ideologies Reflecting Pre-Service Teachers’ Stances toward Inclusive Education

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