Preparing Special Education Teacher Educators
نویسندگان
چکیده
منابع مشابه
Regular Versus Special Streams within Teacher Education
Teacher educators need to have a clear picture of student teachers’ attitudes towards diversity, disability, learning and teaching, because this knowledge can be helpful in designing teacher education programmes which can prepare future teachers better for work in inclusive settings. Therefore, the study presented in this paper was designed to explore the attitudes of student teachers enrolled ...
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Different aspects of identity have been investigated across various educational fields. Although many studies have been done to investigate different aspects of EFL teachers’ identity development, there is a paucity of research on identity-oriented EFL teacher education programs. Hence, the purpose of the current study was to investigate EFL teacher educators’ and EFL teachers’ perspectives abo...
متن کاملThe Impact of Teacher Training in Special Education on the Attitudes of Australian Preservice General Educators towards People with Disabilities
Introduction Despite the continued movement toward inclusive practices in Australia, recent studies overseas have found that many teachers have less than positive attitudes towards students with disabilities and their inclusion in general education classrooms (D’Alonzo, Giordano, & Cross, 1996; Vaughn, Schumm, Jallad, Slusher, & Saumell, 1996). Teachers set the tone of classrooms, and as such, ...
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Since mobile devices, such as smartphones and tablets, have become ubiquitous in our daily lives, their use in the modern public classrooms is an ever increasing occurrence. In order to meet the demands of the rising technology needs, teachers must be well versed in the pedagogical and curriculum uses of mobile devices. However, general and special education pre-service teacher education progra...
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ژورنال
عنوان ژورنال: Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
سال: 2013
ISSN: 0888-4064,1944-4931
DOI: 10.1177/0888406412475058