Online Clinical Teacher Preparation Programs in Special Education: Perspectives and Critical Components

Abstract

Online special educator preparation programs are growing in prevalence and popularity. Yet, implementing a clinical model of special educator preparation within online programs can be challenging. In this study, we explored the perspectives of the clinical model from a distance for school-based teacher educators and administrators. We conducted a survey followed by focus group interviews to identify perspectives regarding the clinical model from a distance approach and the components of a distance preparation program perceived to be critical for effective clinical practice. School-based teacher educators and administrators had favorable views of the clinical model (including clinical coaching) from a distance, indicating both feasibility and acceptability. Many perceived technology-related challenges were malleable aspects of online preparation programs that university- and school-based teacher educators can plan for in the implementation of their online program and clinical practice from a distance.

In-depth Examination of Attitudes towards Distance Education in Students Attending a Special Education Preparation Program

“…For instance, local centres that could provide specialized programs on the field of visual impairment are scarce (McLinden et al, 2007). Indeed, online preparation programs for special education teachers confront the accessibility challenge while they give geographically distant candidates the opportunity to participate (Ottley et al, 2019).…”

Looking Behind Virtual Lenses: Field Experience, Modeling, Coaching, Feedback, Supervision, and Partnerships

“…Dr. R's faculty team implements coaching and feedback in a variety of educational formats but has found the use of video-coaching especially applicable to support web-facilitated instruction (Ottley et al, 2019) and test administration. During field-based assessment courses, interns record administration of norm-referenced assessments then upload these videos to the selected platform.…”

“…During field-based assessment courses, interns record administration of norm-referenced assessments then upload these videos to the selected platform. Once the videos are uploaded, the faculty annotate the videos with time-stamped comments which allows the interns to review the feedback provided (Ottley et al, 2019). Likewise, faculty can pause the videos and provide time-stamped comments (Rowland et al, 2021) that are aligned with CEC EPP and CAEP standards.…”

E-Peer Coaching: A Model to Support Rural Special Education Field Placements

“…The use of technology to enhance field placement supervision is recommended as a strong pedagogical element (Dawson & Lignugaris /Kraft, 2017; Dieker et al, 2014; Ottley et al, 2019; Randolph et al, 2020), and it may resolve some of the unique challenges rural field placements present. Some examples of promising practices include video analysis (Brownell et al, 2019; Nagro et al, 2017), video-based remote supervision (Van Boxtel, 2017), webcam supervision (Koch, 2007), different iterations of virtual coaching (Israel et al, 2012), and e-coaching (Brownell et al, 2019; Dieker et al, 2014).…”