21st Century Change Drivers: Considerations for Constructing Transformative Models of Special Education Teacher Development

Autor/inn/en	Rock, Marcia L.; Spooner, Fred; Nagro, Sarah; Vasquez, Eleazar; Dunn, Cari; Leko, Melinda; Luckner, John; Bausch, Margaret; Donehower, Claire; Jones, Jennie L.
Titel	21st Century Change Drivers: Considerations for Constructing Transformative Models of Special Education Teacher Development
Quelle	In: Teacher Education and Special Education, 39 (2016) 2, S.98-120 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406416640634
Schlagwörter	Special Education Teachers; Faculty Development; Disabilities; Change Agents; Technological Advancement; Student Diversity; Achievement Gap; Credibility; Teacher Recruitment; Teacher Persistence; Educational Legislation; Federal Legislation; Educational Improvement + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Handicap; Behinderung; Technological development; Technologische Entwicklung; Glaubwürdigkeit; Lehrerrekrutierung; Bildungsrecht; Schulgesetz; Bundesrecht; Teaching improvement; Unterrichtsentwicklung
Abstract	Contemporary challenges confronting special education teachers include, in part, workload, role ambiguity, evaluation, and shortages. Based on these and other challenges, the piece-meal fragmented approach to pre- and in-service training, which exists currently, needs to be replaced with 21st century models of special education teacher development that are seamless, technology enabled, comprehensive, cohesive, and career spanning. In this article, the authors briefly address persistent and unresolved challenges, identify contemporary change drivers, and discuss ways in which teacher education professionals could leverage the drivers to inform the development of 21st century models for special education teacher development aimed at improving outcomes for students with disabilities. Change drivers include the digital revolution, the diversity gap, the credibility factor, the demand for collective impact, and the culture of we. The authors conclude with a call to action. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01