ERIC Number: EJ1157396
Record Type: Journal
Publication Date: 2017-Nov
Abstractor: As Provided
The edTPA as an Occasion for Structuring Faculty Dialogue across the Divide? A "Checklist Manifesto" for a More Inclusive Teacher Education
Pugach, Marleen C.
Teacher Education and Special Education, v40 n4 p314-321 Nov 2017
Collaboration across teacher education in the service of a more inclusive preservice pedagogy is now taking place within a context of high intensity accountability that includes the widespread adoption of the edTPA. This analysis explores how teacher educators in special and general education might advance the preparation of preservice students for inclusive teaching when faculty are obliged to use the edTPA to measure candidate learning. Drawing on Atul Gawande's (2009) work in the field of medicine related to the value of using checklists to improve outcomes among experts in practical settings, the author proposes the Teacher Education for Inclusion Checklist. This tool is designed to help overcome the underappreciated power of the historical divide between general and special education, which often serves as a default position for how teacher educators work together, and to provide guidance for how faculty might engage in dialogue across the assessments mandated by the edTPA.
Descriptors: Inclusion, Check Lists, Teacher Education Programs, Teacher Educators, Special Education, General Education, Preservice Teacher Education, Teacher Competencies, Teaching Methods, Measurement Techniques, Cooperative Planning, Teacher Collaboration
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Grant or Contract Numbers: H325A12003