CO-CREATE: Teachers’ voices to inform special education teacher education

Young, K

CO-CREATE: Teachers’ voices to inform special education teacher education

Young, K

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Publication Type:: Journal Article
Citation:: Issues in Educational Research, 2018, 28 (1), pp. 220 - 236
Issue Date:: 2018-01-01

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Field	Value	Language
dc.contributor.author	Young, K https://orcid.org/0000-0002-6455-995X	en_US
dc.date.issued	2018-01-01	en_US
dc.identifier.citation	Issues in Educational Research, 2018, 28 (1), pp. 220 - 236	en_US
dc.identifier.issn	0313-7155	en_US
dc.identifier.uri	http://hdl.handle.net/10453/122077
dc.description.abstract	© 2018, Western Australian Institute for Educational Research Inc. All rights reserved. Teacher education is under increasing scrutiny regarding the preparedness of graduates to work in the profession in the early years of their career. To inform a teacher education program on the issues affecting graduates working in the field of special education, 77 special education teachers and principals were surveyed. Findings highlight the importance of consultation and engagement with adults with a disability and the families of children with disabilities, in meaningful ways, such as Q&A sessions, tutoring, presentations and involvement in local support groups. The research seeks to add teachers’ voices to uncover potential ways for universities to enhance course delivery for pre-service teachers wishing to work in special education. Six key areas emerged as necessary for inclusion in special education teacher education programs, summarised by CO-CREATE (Consult, Observe, Collaborate, Resource, Evaluate, Analyse, Technology integration and Engagement).	en_US
dc.relation.ispartof	Issues in Educational Research	en_US
dc.subject.classification	Education	en_US
dc.title	CO-CREATE: Teachers’ voices to inform special education teacher education	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	28	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	28	en_US

Abstract:

© 2018, Western Australian Institute for Educational Research Inc. All rights reserved. Teacher education is under increasing scrutiny regarding the preparedness of graduates to work in the profession in the early years of their career. To inform a teacher education program on the issues affecting graduates working in the field of special education, 77 special education teachers and principals were surveyed. Findings highlight the importance of consultation and engagement with adults with a disability and the families of children with disabilities, in meaningful ways, such as Q&A sessions, tutoring, presentations and involvement in local support groups. The research seeks to add teachers’ voices to uncover potential ways for universities to enhance course delivery for pre-service teachers wishing to work in special education. Six key areas emerged as necessary for inclusion in special education teacher education programs, summarised by CO-CREATE (Consult, Observe, Collaborate, Resource, Evaluate, Analyse, Technology integration and Engagement).

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http://hdl.handle.net/10453/122077