ERIC Number: EJ1058359
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 40
Mapping the Gaps: Redesigning a Teacher Education Program to Prepare Teachers for Inclusive, Urban U.S. Schools
Zion, Shelley; Sobel, Donna M.
Journal of the International Association of Special Education, v15 n2 p63-73 Fall 2014
As part of the process of redesigning an integrated general and special teacher education program to prepare candidates to meet the needs of culturally and linguistically diverse students, researchers engaged a series of focus groups with current candidates, recent graduates, and partner school personnel. Data presented in this paper identified the gaps uncovered through the research process in the understanding of participants along a framework of necessary skills for teachers working in urban and diverse communities: socio cultural, affirmative attitudes, collaboration skills, and diversity pedagogy. Initial analysis indicated three emerging themes in responses: a deficit based understanding, an ability to identify gaps in knowledge and skills, and an emerging awareness of issues. Results of this analysis were used to guide the redesign of the integrated teacher education program.
Descriptors: Teacher Education Programs, Educational Change, Inclusion, Teacher Competencies, Urban Schools, Mainstreaming, Regular and Special Education Relationship, Student Diversity, Social Influences, Cultural Influences, Positive Attitudes, Cooperation, Culturally Relevant Education, Teacher Attitudes, Student Needs, Elementary Secondary Education, College School Cooperation, Focus Groups, Student Attitudes, Administrator Attitudes, Principals, Parent Attitudes, Coding
International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://iase.coe.nau.edu/index3.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A