Collaboration by Design: Integrating Core Pedagogical Content and Special Education Methods Courses in a Preservice Secondary Education Program

Autor/inn/en	Frey, Timothy J.; Andres, Debra K.; McKeeman, Leah A.; Lane, Jessica J.
Titel	Collaboration by Design: Integrating Core Pedagogical Content and Special Education Methods Courses in a Preservice Secondary Education Program
Quelle	In: Teacher Educator, 47 (2011) 1, S.45-66 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2011.632473
Schlagwörter	Student Teaching; Preservice Teachers; Instructional Design; Methods Courses; Teacher Education Programs; Teaching Models; Program Effectiveness; Access to Education; Special Education; Cooperation; Preservice Teacher Education; Regular and Special Education Relationship; Children; Inclusion; Faculty; Learning Disabilities; Classroom Techniques; Special Needs Students; Student Evaluation + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lesson concept; Lessonplan; Unterrichtsentwurf; Methodisch-didaktische Anleitung; Lehrmodell; Education; Access; Bildung; Zugang; Bildungszugang; Special needs education; Sonderpädagogik; Sonderschulwesen; Co-operation; Kooperation; Lehramtsstudiengang; Lehrerausbildung; Child; Kind; Kinder; Inklusion; Academic Staff; Lehrkörper; Learning handicap; Lernbehinderung; Klassenführung; Sonderpädagogischer Förderbedarf; Schulnote; Studentische Bewertung
Abstract	In this article the authors describe a collaboratively designed secondary teacher education program focused on the preparation of preservice general education teachers to work effectively with children who have diverse learning needs in inclusive classrooms. The focus of the article is on the collaborative development and initial evaluation of the program by secondary teacher education faculty and special education faculty. The instructional design emphasized a co-teaching model where principles of Universal Design for Learning and instructional adaptation were integrated and assessed in multiple courses by collaborating university faculty. Data from the initial evaluation included student teaching portfolios, formal teacher observations, and 6th- through 12th-grade student assessments. The data suggest that preservice teachers appropriately used strategies for adapting their instruction to meet the needs of students with exceptionalities. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10