ERIC Number: ED418076
Record Type: Non-Journal
Publication Date: 1998-Mar-3
Reference Count: N/A
Teacher Education Reform: Promoting Interactive Teaching Strategies and Authentic Assessment for Instructing an Increasing Diverse Population of Students.
Spinelli, Cathleen G.
As increasing numbers of students with diverse needs are included in general education, the preparation of preservice teachers needs to be reformed. Traditional curriculum, methods, and management courses need revision as the population in general education classes changes. With the trend toward full inclusion, the typical school classroom includes students who have learning disabilities, physical impairments, medical needs, visual/auditory acuity disorders, and/or attention deficits. Skill levels range from gifted/talented to moderate/severe delays, including students "at risk" due to cultural differences, environmental deprivation, stress, and health issues. Teacher educators need to revise traditional teacher education course content to include alternative instruction and assessment practices that provide all students with the curricular and program modifications they need. Teacher preparation course content should emphasize best practices that are interactive, authentic, and performance-based when dealing with students who have special needs. In order to effectively model these innovative, state-of-the-art practices, teacher educators are moving away from the lectern and utilizing more interactive teaching methodology that is both multidimensional and multisensory through demonstration, simulation, role playing, and cooperative group activities. (Contains 25 references.) (Author/SM)
Descriptors: Curriculum Development, Diversity (Student), Educational Change, Elementary Secondary Education, Evaluation Methods, Higher Education, Inclusive Schools, Mainstreaming, Performance Based Assessment, Preservice Teacher Education, Regular and Special Education Relationship, Student Evaluation, Teacher Educators, Teacher Responsibility, Teachers, Teaching Methods
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: N/A