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- Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children (4)
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- Journal of Human Services: Training, Research, and Practice (1)
- Journal of Research Initiatives (1)
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Articles 1 - 8 of 8
Full-Text Articles in Education
Changing Needs Of Special Education Preservice Teachers In The Practicum, Stella Gidalevich, Maayan Shalev
Changing Needs Of Special Education Preservice Teachers In The Practicum, Stella Gidalevich, Maayan Shalev
Australian Journal of Teacher Education
Self-determination theory (SDT) suggests that people strive to fulfill three basic needs of competence, autonomy, and relatedness. In teacher education research, fulfilling those needs is connected to positive skill development and increased wellbeing of preservice teachers and their students. Teacher education programs for special education preservice teachers (SEPT) include a professional experience in various school settings with neurodiverse students. This professional experience gives rise to specific needs for these SEPT. In-depth interviews were conducted with 12 SEPT, studying at various stages of two teacher education programs. The findings were analyzed qualitatively. Results revealed developing and changing needs throughout the educational …
Field-Based Experiences In Special Education Teacher Training: What Teacher Educators Do (And Should Do), Michelle Simmons, Laurie A. Sharp
Field-Based Experiences In Special Education Teacher Training: What Teacher Educators Do (And Should Do), Michelle Simmons, Laurie A. Sharp
Journal of Research Initiatives
Beginning teachers face a wide array of challenges in today’s PreK-12 classrooms. These challenges are magnified for beginning special education teachers who must meet the needs of an extremely diverse student population. To prepare beginning special education teachers for classroom realities, teacher educators must recognize and use high-leverage preparation practices in coursework and field-based experiences during teacher training. The goal of the present study was to conduct a state-level analysis that examined ways in which teacher educators implemented field-based experiences with preservice special education teachers. A cross-sectional survey research design was used to gather qualitative data from a sample of …
Preservice Teachers' Attitudes And Knowledge Towards Assistive Technology: Exploring And In-Class Workshop Approach, Stacey Keown, Moriah Smothers, Tori Colson
Preservice Teachers' Attitudes And Knowledge Towards Assistive Technology: Exploring And In-Class Workshop Approach, Stacey Keown, Moriah Smothers, Tori Colson
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
The Individuals with Disabilities Education Improvement Act (2004) mandates that all students receiving special education services should be considered for assistive technology; therefore, it is imperative that teacher preparation programs prepare preservice teachers to select, implement, and evaluate assistive technology for their future students. This mixed-methods study explored the influence an in-class workshop had on preservice teachers’ feelings of preparedness to use assistive technology in their future classrooms. The participants were all enrolled in a 400-level special education methods course, and their perceptions were assessed by administering a pre- and post- survey. The workshop consisted of an independent online training …
Autism: A Function Of Neurodiversity?, Jan Murdock
Autism: A Function Of Neurodiversity?, Jan Murdock
Journal of Human Services: Training, Research, and Practice
In a culture filled with changes and challenges, there is a need to support groups of people with differences. Neurodiversity is a concept where neurological differences are to be recognized and respected as any other human variation. It is truly a “brain thang”. This “brain thang” means that there are differences in the brain that cause a student to behave, respond, or react differently than a student who appears to function normally. Education should not be compartments in which one has only a mindset of “these are special education students” and “these are not special education students”. The mindset must …
Infusing Technology Throughout Teacher Preparation Programs To Support Preservice Teacher Development, Aftynne E. Cheek, Whitney A. Idol, Jennie L. Jones, Kara B. Holden
Infusing Technology Throughout Teacher Preparation Programs To Support Preservice Teacher Development, Aftynne E. Cheek, Whitney A. Idol, Jennie L. Jones, Kara B. Holden
The Journal of Special Education Apprenticeship
Teacher preparation programs must be systematic in the way they teach content and pedagogy while providing preservice teachers the tools they need to both be successful and want to stay in the field. Reports such as the National Council for Accreditation of Teacher Education (NCATE, 2010) Blue Ribbon Panel report call for teacher preparation programs to use technology to support preservice teacher development of best practice. However, research indicates that there is a disconnect between what is expected of preservice teachers and the way they are taught, especially in the area of technology (Barak, 2017). In an effort to guide …
Developing A Clinical Literacy Experience That Improves Outcomes For Students And Preservice Teachers, Susan Keesey, Charley Jo Allen, Madison Loy, Amanda Schaefer
Developing A Clinical Literacy Experience That Improves Outcomes For Students And Preservice Teachers, Susan Keesey, Charley Jo Allen, Madison Loy, Amanda Schaefer
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Improving literacy outcomes so more students graduate from high school career- and college- ready is critical in today's society. There is a wealth of evidence-based practices for teachers to utilize and yet student literacy outcomes fail to improve. This article provides an example of how a clinical model literacy clinic, housed in a partner elementary school, improved learning outcomes for preservice teachers and the at-risk students they instructed. During this twice weekly, semester-long literacy clinic, the preservice teachers explicitly taught all five critical literacy components to support struggling readers with the focus on using high-leverage practices for instruction. This taught …
Developing Growth Mindset And Grit In Preservice Teachers, Susan Keesey, Amanda Schaefer, Madison Loy, Charley Jo Allen
Developing Growth Mindset And Grit In Preservice Teachers, Susan Keesey, Amanda Schaefer, Madison Loy, Charley Jo Allen
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
Educator preparation programs are charged with developing preservice teachers ready to meet the many challenges of today's classrooms. Developing a growth mindset and GRIT provides future educators with important dispositions to increase their teaching effectiveness and improve the success of their students. A growth mindset helps learners realize that intellect is not fixed but through time and effort, skills will increase. Developing GRIT (i.e., growth, resilience, integrity, and tenacity) builds the perseverance to continue until goals are reached. Developing GRIT and a growth mindset helps teachers understand that all students, even diverse learners, can be successful if provided the appropriate …
Perceived Classroom Management Needs Of Pre-Service Teachers, Nielsen Pereira, Jillian Gates
Perceived Classroom Management Needs Of Pre-Service Teachers, Nielsen Pereira, Jillian Gates
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
A disconnect exists between pre-service teachers’ expectations concerning classroom management course content and the reality of teaching in an elementary school. The purpose of this study was to investigate the perceived needs of pre-service teachers in a classroom management course for elementary education majors at a Midwestern university.