From Teacher Preparation to Continuing Professional Development

O’Shea, Dorothy J.; Hammitte, Diana J.; Mainzer, Ricbard; Crutchfield, Margaret D.

doi:10.1177/088840640002300202

Cited by 19 publications

(7 citation statements)

References 5 publications

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“…Quality in teacher preparation largely depends on the quality of the field-based experience (Endeley, 2014;O'Shea, Hammite, Mainzer, & Crutchfield, 2000). However, there is little research on field experience in distance education programs (Conderman, Morin, & Stephens, 2005).…”

Section: Background To the Studymentioning

confidence: 99%

A Critical Look at a Blended English Language Teacher Education Program with an Emphasis on the Practicum

Koç

2016

IRRODL

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The aim of the present study was to explore what types of difficulties student teachers enrolled in a Bachelor of Arts (B.A.) in English Language Teacher Education program offered in a blended format and their cooperating teachers encountered during the student teacher practicum. The participants were 21 fourth grade student teachers and 12 cooperating teachers. Semi-structured interview questions were used to collect data. The interviews were tape-recorded and then transcribed to be analyzed. According to the findings, the problems student teachers faced were grouped into four areas: assessment systems, computer-assisted communication, challenges with mentors, and psychological issues. Cooperating teachers' problems were categorized as problems associated with the program and problems associated with the student teachers. The results of this study contribute to an increased understanding of the problems that student teachers and their cooperating teachers face during field experience at an English language teacher education program offered in a distance format. This study provides suggestions for establishing more effective mentorship during the field experience.

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Section: Background To the Studymentioning

confidence: 99%

A Critical Look at a Blended English Language Teacher Education Program with an Emphasis on the Practicum

Koç

2016

IRRODL

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“…More importantly, the feasibility of evidence-based inclusive practices cannot be established unless teacher educators step out of the safety of their own classrooms or clinics and into the realities of schooling, where the veracity of theory and research is questioned and tested in authentic educational settings (Bay & Parker-Katz, 2009;Carnine, 1997;Jones, 2009;Landrum, Cook, Tankersley, & Fitzgerald, 2002;McLeskey & Waldron, 2000;O'Shea, Hammitte, Mainzer, & Crutchfield, 2000;O'Shea & O'Shea, 1997). Evidenced-based practices (EBPs) are those that have been shown to have a positive effect on student learning when tested under carefully controlled research conditions.…”

Section: The Promise Of Web-based Plcsmentioning

confidence: 99%

Supporting Professional Development in Special Education with Web-Based Professional Learning Communities: New Possibilities with Web 2.0

Hardman

2012

J Spec Educ Technol

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This article describes the challenges in organizing professional learning communities (PLCs) in special education, identifies the teacher and student benefits of using a PLC approach to professional development, and discusses the promise and pitfalls of organizing web-based PLCs to engage distributed stakeholders in the practice of special education. The author used two Web 2.0 applications, a wiki and a Ning, to provide the infrastructure and support community-building efforts. Although the PLC membership has grown to about 200 members during the past four years, data collected via Web 2.0 show that most of the members participate as observers only, relying almost entirely on the network administrator to direct and manage all facets of community work. The development of web-based PLCs to support the practice of special education may be dependent upon the building of school-based leadership in addition to the meaningful participation of school administrators and teacher educators in community work.

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“…As far back as the 1960s, the Council for Exceptional Children (CEC) has been developing, refining, and promoting professional standards and competencies for teachers of students with disabilities (O'Shea, Hanmittee, Maninzer, & Crutchfield, 2000). Every decade since that time has seen revisions and upgrades to the professional competencies (CEC, 1998b).…”

Section: Historical Overview Of the Evolving Role Of Special Educatorsmentioning

confidence: 99%

The Role of Special Educators in a Multitiered Instructional System

Hoover

Patton

2008

Intervention in School and Clinic

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The nature of special education has changed appreciably over the past several decades. As a result, the role of special educators needs to be examined and further developed to provide the most effective education for all learners at-risk and those with high-and low-incidence disabilities. In this article, the authors discuss five important roles in which special educators should possess skills to collaboratively educate learners at-risk within a multitiered instructional system.The contemporary trend in education for all learners, including those with disabilities, is education within a multitiered system using the learner's response to instruction as the basis for making instructional and diagnostic decisions. Multitiered learning provides students with a continuum of services (i.e., typically presented as three levels of instruction) that increase in intensity based on the severity of learner needs. Embedded within multilevel instruction is the practice of determining how well the student responds to the interventions implemented, a process termed response to intervention or RTI. According to Bradley, Danielson, and Doolittle (2005), RTI has been broadly described as a process in which students are provided quality instruction, their progress is monitored, those who do not respond appropriately are provided additional instruction . . . those who continue to not respond appropriately are considered for special education. (p. 486) Therefore, through multilevel education a student's responses to instruction would serve as the basis for making decisions about instructional needs in today's classrooms.

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From Teacher Preparation to Continuing Professional Development

Cited by 19 publications

References 5 publications

A Critical Look at a Blended English Language Teacher Education Program with an Emphasis on the Practicum

A Critical Look at a Blended English Language Teacher Education Program with an Emphasis on the Practicum

Supporting Professional Development in Special Education with Web-Based Professional Learning Communities: New Possibilities with Web 2.0

The Role of Special Educators in a Multitiered Instructional System

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