Section archive - Teacher Education Programs

This preliminary study is based on the collaboration between a teacher training program and an elementary school. The purpose of this study is to investigate the effect that exposure to various sources of teacher efficacy has on pre-service teachers in Taiwan. The results of this study show some influences of classroom experience and group discussions on the teaching efficacy of this group of pre-service teachers. Pre-service teachers demonstrated a higher level of PTE after the classroom experience and group discussions.

This case study examines how differing views on the teacher's role in school reform affected the work of a school–university partnership. The school district and the university had a history of partnerships and shared common general goals. Yet, as the partnership progressed, conflicting perspectives about teaching and the purpose of professional development became evident and created dilemmas that influenced the nature of the work. This study highlights the complex issues embedded in school–university collaboration.

This paper presents an overview of how one American special education program used the model described by Kame'enui, E. J., Carnine, D. W., Dixon, R. C., Simmons, D. C., & Coyne, M. D. (2002) to articulate and organize key dimensions of the program. Specifically, the authors deliberately used the following six design principles to frame the curriculum revision and alignment process: big ideas, conspicuous strategies, mediated scaffolding, strategic integration, judicious review, and primed background knowledge. Although the model has been often emphasized for K-12 environments, this manuscript describes how it is also useful for the university setting.

This article presents research that was conducted at the Autism Institute in the People's Republic of China. The article examines and highlights aspects of the teacher training model at the Autism Institute that have led to the preparation of highly qualified, enthusiastic, and knowledgeable teachers of children with autism. Results of the research indicated that teacher education was highly valued at this organization. One of the most important features of this organization regarding teacher training was found to be the positive relationships between upper level staff, including instructional leaders, and newer classroom teachers.