Preparing General Education Teachers for Inclusive Settings: A Constructivist Teacher Education Program

Lesar, Sharon; Benner, Susan M.; Habel, John; Coleman, Laurence J.

doi:10.1177/088840649702000303

Cited by 38 publications

(47 citation statements)

References 16 publications

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“…Teacher educators described using student cohorts to foster collaboration in 24 cases (Burnstein, Cabello, & Hamann, 1993;Corbett, Kilgore, & Sindelar, 1998;Gettys, Tanner, Bibler, Puckett, Brower, Goode, et al, 2000;Lesar, Benner, Habel, & Coleman, 1997). At the University of Wisconsin Milwaukee, students moved through the program in cohorts, which were just one vehicle that faculty used to foster strong collaboration (Otis-Wilburn & Winn, 2000).…”

Section: Frequently Described Program Featuresmentioning

confidence: 99%

Critical Features of Special Education Teacher Preparation

et al. 2005

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Policy and program decisions involve choices among different ways of preparing teachers. These choices are shrouded in increasingly contentious debates as teacher shortages reach crisis proportions. Yet, research on special education teacher education is almost nonexistent. Findings from comparative research documenting the characteristics of effective teacher education programs can inform these choices, but these findings should be grounded in what we know from previous research in general teacher education. To assist educators, we have analyzed literature in general and special teacher education toward two ends. First, we present a framework, derived from work in general education, for analyzing teacher education programs. Second, we use this framework to analyze practice in teacher education in special education. Specifically, we conducted an exhaustive review of special education program descriptions and evaluations. We conclude by describing steps necessary to improve the special education teacher education research base.

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Section: Frequently Described Program Featuresmentioning

confidence: 99%

Critical Features of Special Education Teacher Preparation

et al. 2005

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“…Demographic trends in the United States show that our nation's schools are increasingly populated by students whose culture and language are unique, students of color, students who suffer from poverty, and exceptional students who are part of inclusive instructional programs (Banks, 1997;Lesar, et al, 1997;Maheady, Malleete, & Harper, 1991). Today, nearly ten million school-age children and youth are from homes where a language other than English is spoken (McLeod, 1995).…”

Section: Increasing Diversity Among Studentsmentioning

confidence: 99%

Expertise in differentiation : a preservice and inservice teacher make their way

Brimijoin¹

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The literature on differentiation offers insights and recommendations on principles, models, and pedagogy. There has been minimal evidence presented, however, about how an inservice teacher learns about differentiation and virtually no research about how a preservice teacher comes to understand and practice responsive teaching.This qualitative study attempts to describe how an inservice and preservice teacher come to understand and practice differentiation and how that process affirms or refutes existing research about competence in addressing student diversity.The study focuses on one inservice and one preservice teacher over four months in a fifth grade classroom. The key components for data collection were eight interviews with the preservice teacher and six with the inservice teacher, seven observations of the preservice teacher and three of the inservice teacher, and reflection journals from both participants that spanned the entire study. A case study in the final report presents general and particular description of each participant and their lived experience together.Evidence of rigor in the research includes triangulation through interviews, observations, reflection journals, documentation, and videotaped lessons; peer debriefing; member checking; and attestation of an audit trail.The following four assertions emerged from the study: the practice of differentiation is dynamic, influenced by changing beliefs and knowledge; beliefs and understanding about differentiation are enacted through continuous assessment; a context that supports differentiation is critical for successful translation of beliefs and understandings into teaching and learning; and key differences exist in the process of understanding and practicing differentiation for the preservice and inservice teacher.By bringing together what and how a preservice and inservice teacher learn about differentiation it is possible to define specific developmental stages as the content, context, and process of their experience takes shape. While they often find themselves at the same point in development, they move through each stage at different rates of speed and levels of sophistication. Self-system processes, prior experiences, and the complexities of learning to differentiate define the distance between them. The findings show that, in contrast to existing research, the novice teacher is capable of beginning to teach by addressing diverse student needs. However, it is clear that extensive support structures are necessary to remove roadblocks and enhance the progress of the preservice teacher as well as to sustain the momentum of the inservice teacher as they refine their efforts to respond to student variance. Leadership, Foundations, and Policy

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“…Pour certains auteurs, la formation initiale à l'enseignement n'offre pas une préparation adéquate pour composer avec un environnement de classe hétérogène (Gillig, 2006;Lesar, Benner, Habel et Coleman, 1997). Plus récemment, Valeo (2008) appuyait ce point de vue, affirmant que bon nombre d'études rapportent le manque de prépara-tion des divers acteurs pour l'intégration scolaire.…”

Section: La Nécessité De Former Les Enseignants à La Gestion De La DIunclassified

“…En effet, on ne peut occulter les modèles pédagogiques dans lesquels évoluent les futurs enseignants eux-mêmes. Il semble que l'enseignement universitaire soit caractérisé par des pratiques plutôt traditionnelles qui s'adressent à un public uniforme (Bédard et Béchard 2009;Lesar, Benner, Habel et Coleman, 1997;Prud'homme, 2010). Dans quelle mesure les étudiants disposent-ils d'exemples concrets contribuant à leurs apprentissages en regard de pratiques pédagogiques adaptées et différenciées?…”

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L’intégration scolaire au Québec : regard exploratoire sur les défis de la formation à l’enseignement au primaire et préscolaire

Bergeron

St-Vincent

2012

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Au Québec, bon nombre d’élèves avec handicaps ou en difficulté d’adaptation ou d’apprentissage (EHDAA) sont intégrés en classe ordinaire conformément à la Politique de l’adaptation scolaire (MEQ, 1999) et au Plan d’action pour soutenir la réussite des EHDAA (MELS, 2008). Cet article s’intéresse à la formation à l’enseignement destinée à préparer les enseignants à exercer en contexte d’intégration scolaire. Il vise plus spécifiquement à dresser un portrait exploratoire de la formation actuellement proposée au Québec dans les programmes de formation à l’enseignement du primaire et préscolaire. Les contributions attendues chez les enseignants oeuvrant dans un contexte d’intégration scolaire sont d’abord dégagées pour ensuite être mises en parallèle avec les éléments annoncés dans les descriptifs de cours de neuf universités québécoises francophones offrant un programme de formation à l’enseignement primaire et préscolaire. La dernière section met en évidence les défis particuliers de la formation prévue pour soutenir l’intégration scolaire au Québec.

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Preparing General Education Teachers for Inclusive Settings: A Constructivist Teacher Education Program

Cited by 38 publications

References 16 publications

Critical Features of Special Education Teacher Preparation

Critical Features of Special Education Teacher Preparation

Expertise in differentiation : a preservice and inservice teacher make their way

L’intégration scolaire au Québec : regard exploratoire sur les défis de la formation à l’enseignement au primaire et préscolaire

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