Browsing by Subject "Teacher preparation"
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Item A case study revealing how preservice art educators develop awareness of the role of language during field work in art education for pupils who are blind or visually impaired(2013-08) Keating, Jannette; Bain, ChristinaWorking collaboratively with the Texas School for the Blind and Visually Impaired (TSBVI) and Dr. Kara Hallmark's art education students at the University of Texas at Austin (UT), this qualitative case study documented how preservice art teachers' awareness of how to implement language as a teaching tool developed during a participatory observational experience in the segregated special needs art class at TSBVI. My research reveals how the field experience at TSBVI, which included hands-on interaction with pupils who are blind or visually impaired and the role modeling of an experienced special needs art educator, enhanced awareness for preservice teachers about how language can be used effectively in teaching art. This awareness is useful for all educators who include students experiencing vision impairment in the art classroom.Item Field-based experiences for culturally responsive special education teacher preparation(2012-08) Coleman, Meghan Aileen; Sorrells, Audrey McCray; Rieth, Herbert J.; Beretvas, S. N.; Flower, Andrea; Robertson, Phyllis M.Focusing on increasing student diversity, special education teacher preparation programs must work towards developing preservice special education teachers’ ability to address culture, language, and disability in meeting the educational needs of students from socio-culturally and linguistically diverse (CLD) backgrounds with disabilities during the field-based experiences (Cloud, 1993, 2002; Garcia & Malkin, 1993; Kushner, 2008). Field-based experiences provide preservice special education teachers an opportunity to apply the knowledge and skills learned at the university while receiving guidance from teacher educators. Expanding on what has been reported in the literature, this study focused on what the Higher Education Consortium for Special Education (HECSE) member institutions are reporting about the preparation of preservice special education teachers to use culturally responsive teaching (CRT) with students from CLD backgrounds with disabilities during the field-based experience. The purpose of this non-experimental, mixed-methods study was to explore what coordinators of special education teacher preparation programs with specific knowledge of the field-based experience component are currently reporting about the preparation of preservice special education teachers to be culturally responsive in their work with students from CLD backgrounds with disabilities during the field-based experience. The following were addressed as a part of the survey: (a) demographic information (b) program preparation for addressing diversity, (c) incorporation of diversity standards, (d) conceptualization of how teachers learn to teach, (e) selection of field-based experiences, (f) supervision of preservice special education teachers, (g) facilitated reflection, and (h) outcomes. The survey yielded a response rate of 50%. Data were analyzed using descriptive statistics and qualitative analysis. The findings provided a more thorough understanding of the practices currently being reported by the HECSE member institutions to prepare preservice special education teachers to meet the educational needs of students from CLD backgrounds with disabilities during the field-based experience including: (a) incorporation of the Council for Exceptional Children (CEC) skills standards for multicultural competence (b) implementation of the components of CRT, and (c) facilitated reflection opportunities. Implications for the preparation of preservice special education teachers and future research are discussed.Item Preparing 21st century teachers : the relationship of technology integration, digital equity, and the preparation of new teachers(2013-05) Dholakia, Gloria Gonzales; Hughes, Joan E.This study aimed to understand the relationship between (a) student teachers' conceptions of classroom technology use and digital equity and (b) the teacher education programs in which they study. This mixed method study occurred during the spring semester of 2012. Forty-one student teachers enrolled in two different university teacher certification programs completed an online survey in regards to their technology attitude and beliefs, technology knowledge and skills, technology support and infrastructure, and digital equity perceptions near their graduation date. Semi-structured interviews were conducted with 12 of the participants to allow for student teachers to expand upon their conceptions of classroom technology use and their understanding of digital equity. The study found that student teachers in both programs were inclined to integrate technology in their future classrooms, but were lacking in experiences of student-centric, faculty modeling of technology integration within their subject, content areas. In regard to digital equity, student teachers that completed a formal educational technology course had a more complex and conscious conception of digital equity and its impact on the classroom than student teachers lacking a formal educational technology course. Discussion focuses on (a) persistent traditionalist power and pedagogy, (b) lack of content-based modeling, (c) dodging digital equity, (d) varying digital equity conceptions, and (e) persistent societal inequalities within these two teacher education programs. I then introduce 'critical transformative technology integration' (CTTI), which needs to be established in teacher education. CTTI provides students with opportunities for contextually and culturally relevant integration of technology into subject-content areas. Additionally, CTTI considers existing power relations, and aims to empower action and change. Student teachers possessing an understanding of technology integration and an awareness of digital equity will be better equipped to offer CTTI in their future classrooms. By providing all PK-12 students with opportunities for CTTI, teachers can reduce classroom digital inequities. To empower future teachers with the knowledge, skills, and conceptions necessary for CTTI, teacher education programs must consider their approach to technology integration and the development of digital equity.