A Model for Examining Teacher Preparation Curricula for Inclusion

Autor/inn/en	Cooper, Jewell E.; Kurtts, Stephanie; Baber, Ceola Ross; Vallecorsa, Ada
Titel	A Model for Examining Teacher Preparation Curricula for Inclusion
Quelle	In: Teacher Education Quarterly, 35 (2008) 4, S.155-176 (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Teacher Education Curriculum; Inclusive Schools; Preservice Teacher Education; Teacher Education Programs; Teacher Educators; Self Evaluation (Groups); Surveys; Rating Scales; Questionnaires; North Carolina + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Survey; Umfrage; Befragung; Rating-Skala; Fragebogen
Abstract	This study examined how one teacher education program is attempting to meet the needs of the field by ensuring that graduates have the knowledge, skills, and competencies to teach students with disabilities in inclusive classroom settings. As such, faculty assessed how instruction in their teacher licensure courses assists in the development and implementation of inclusion competency areas and related key competencies. Outcomes from the self-assessment survey showed that faculty welcome collaborative professional development activities. Collaboration between general education and special education faculty results in shared resources and can provide education faculty opportunities to engage in dialogue about how different disciplines can ensure their teacher candidates are prepared for increasingly diverse student populations. As university teacher education programs are able to identify resources that can assist faculty in integrating content into methods courses addressing inclusive practice and differentiation of instruction, there is greater opportunity for faculty to increase their knowledge and expertise. Outcomes from the self-assessment survey provided the impetus for development of an assistive technology classroom where staff and faculty can be trained to use tools and devices to accommodate the diverse educational needs of all students. (Contains 3 tables and 6 figures.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10