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

Publisher:
Australian Institutes for Educational Research
Publication Type:
Journal Article
Citation:
Issues in educational research, 2018, 28 (1), pp. 220 - 236
Issue Date:
2018-02-01
Metrics:
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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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