ERIC Number: EJ1002168
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 42
Moving toward a Hybrid Teacher Education Course: Supporting the Theory to Practice Challenge in Special Education
Jones, Phyllis; West, Elizabeth A.
Journal of Special Education Technology, v25 n2 p45-56 2010
The use of teacher education hybrid courses has become a growing and more visible phenomenon in the field of special education. This article describes a hybrid course development process that utilizes a seven-stage learning cycle model for course structure and design as a way to support the translation of evidence-based practices to the classroom and larger school community context. A case example is described where two cohorts of graduate special education students completed a hybrid course developed around this seven-stage model. This case presents a positive student perspective of the hybrid course structure and supports a reflection of application to practice.
Descriptors: Teacher Education, Blended Learning, Education Courses, Special Education, Theory Practice Relationship, Evidence, Learning Processes, Models, Curriculum Development, Curriculum Design, Graduate Students, Student Attitudes, Course Evaluation
Technology and Media Division of the Council for Exceptional Children. 2900 Crystal Drive Suite 1000, Arlington, VA 22202. e-mail: firstname.lastname@example.org; Web site: http://www.tamcec.org/jset
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A