Education Teacher Preparation Research Articles

Constructing expertise: reframing intelligence with preservice teachers

ABSTRACT We argue that part of inclusive teacher preparation is building a mindset that positions all learners as valuable and capable members of the classroom community. A key piece of developing this mindset is engaging pre-service teachers in authentically rethinking their understanding of intelligence and expertise. This article is a descriptive piece of an inclusive education teacher preparation programme making changes to construct teachers and peers with intellectual disability as experts to help develop future teachers. We describe the programme and two features that position people with intellectual disability as experts: hiring a teaching assistant with an intellectual disability for an introductory special education course and embedding a semester-long experience that pairs pre-service teachers with college students with intellectual disability. We describe these experiences and what preservice teachers shared about them. Implications for teacher education and future research are discussed.

Integrating disability into equity-focused general education teacher preparation

Most students with disabilities spend the majority of their school day in general education classrooms, yet most general education teachers do not feel prepared to meet the diverse learning and social and emotional needs of these students. A key to the enactment of evidence-informed practice for creating and supporting meaningful learning experiences for students with disabilities is the preparation of general education teachers. In this article, we conceptualize the key features of high-quality teacher preparation that support general education teachers to teach students with disabilities. We illustrate how these features have been addressed in one equity-focused elementary teacher education program and provide recommendations and questions to consider for teacher preparation programs and future research. Recommendations for teacher preparation include (1) naming disability in guiding principles and program documents, (2) examining ableism, (3) integrating universal design for learning, and (4) navigating policies and practices together within higher education.

Effectiveness of School Violence Prevention Programs in Elementary Schools in the United States: A Systematic Review

School violence remains a major concern for scholars, policymakers, and the public in the United States. Despite the implementation of various school violence prevention programs, information regarding their effectiveness in the United States is outdated and limited. This systematic review identified current elementary school programs that effectively reduce school violence in the United States and determined the types of elementary school violence prevention programs implemented, their effectiveness, and the types of tools used to enhance such programs. A qualitative methodological approach was employed, and four databases were searched. English articles published between 2012 and 2023 were selected. Furthermore, data involving elementary school education, school personnel, teachers, and children (5–12-year-old) in the United States were included in the thematic analysis. Results confirmed that the school-wide Positive Behavior Interventions and Supports program effectively decreases violence, suspensions, office referrals, and disruptive behaviors, whereas positive action effectively reduces negative violent behaviors. Social–emotional learning (SEL) implementation also reduced behavioral issues. The findings of this study are relevant for guiding teachers, school administrators, policymakers, teacher education preparation programs, and health professionals in constructing evidence-based violence prevention programs with an added SEL component for elementary schools.

A content analysis of SBAE preservice teacher disposition assessments

Effective teaching is complex as it encapsulates professional, interpersonal, and intrapersonal knowledge. Professionalism is often tied to dispositions, although ambiguous definitions and cultural sensitivity make it a difficult task. Therefore, this study aimed to establish a comprehensive list of dispositions associated with SBAE teacher preparation. The purpose of this study was to examine the use of dispositions assessments in school-based agricultural education (SBAE) teacher preparation programs in the North-Central Region of the American Association for Agricultural Education by conducting a content analysis. The sample frame included 22 dispositions, and all of them appeared in the assessments at least once, resulting in 554 dispositions across the documents. This study contributes to our understanding of teacher dispositions, an important facet of teacher education preparation programs. However, we are left with additional questions relating to practice, research, and theory. According to prior research, students bring their dispositions into their learning experiences, but those learning experiences and other factors influence changes concerning the decision to teach as a career.

Critical incidents as a strategy to enhance student teachers’ reflection about practice through immersive learning

ABSTRACT Critical incidents are unanticipated events (either positive or negative) that teachers may encounter during a lesson or other situation causing them to reflect on their approach and change accordingly. .Critical incidents have great potential for learning as they are vividly remembered and set the conditions for systematic reflection. However, despite the importance of the critical incident technique for professional learning in Initial Teacher Education (ITE), it is not generally used in teacher education programmes until the practicum stage when video-analysis is used. This study aims to analyse student teachers’ individual and group reflections regarding two cases recorded on video in Portugal and Spain. Under the context of an Erasmus research project entitled ‘Digital Practicum 3.0: Exploring Augmented Reality, Remote Classrooms, and Virtual Learning to enrich and expand preservice teacher education preparation (2020–1-ES01-KA226-HE - 096,120)’ two cohorts of 39 and 22 student teachers, respectively, reflected upon two critical incidents previously selected by the student teachers who had taught the two lessons that were video recorded. They had to watch the videos and analyse the incidents both in group discussion and individual reflection. Findings suggest that such a strategy is key to enhancing the development of critical reflection in Initial Teacher Education.

Early Childhood Special Education Teacher Candidates’ Field Experiences: A Systematic Review

The purpose of this systematic literature review was to understand trends in field experiences that were part of early childhood special education (ECSE) teacher preparation activities. Thirteen studies that included an analysis of ECSE teacher candidates (TCs) completing at least one field experience, including coursework-based practicums or student teaching internships, were published between 2013 and 2022 and reviewed. Specifically, we examined the demographics of TCs and student participants to understand who was included in this research. Field experience parameters including setting, duration, instructional approach, and instructional focus were reviewed to draw comparisons between the various approaches to structuring TCs’ early teaching opportunities. Finally, specific learning activities and feedback opportunities within field experiences, as well as TC and student outcomes of the studies, were explored to determine current trends and findings. Implications for research and practice are discussed.

Success for All: Maximizing Digital Accessibility in Special Education Teacher Preparation Courses through Universal Design for Learning

Digital accessibility has become one of the most critical components for post-secondary student learning success because accessibility is the first step of learning and the diverse college student population. However, emerging studies showed that teacher candidates experience high challenges in completing the program due to inaccessible course materials or course implementation. Furthermore, teacher educators addressed the need for more knowledge and skills in utilizing digital accessibility. Despite the demands, few guidelines exist for teacher educators to improve classroom digital accessibility. This article suggests multiple avenues of action for teacher educators to enhance accessibility through the lens of universal design for learning so that all teacher candidates with and without disabilities can succeed. Embedded vignettes illustrate an experience of a practicing teacher educator faced with modifying content with increased demands beyond their own training in special education.

Decentering Whiteness in Teacher Education Preparation Programs at Christian Universities

The teacher workforce in the United States is predominantly White, while the student population in public schools is increasingly diverse. This research paper delves into the crucial topic of decentering Whiteness in teacher education preparation programs (TPPs) at Christian universities. By exploring the implications of a predominantly White teaching force and of disparities in student achievement, this study emphasizes the need for greater diversity and inclusivity in teacher education. Drawing from a comprehensive literature review, this paper examines the historical context of the teacher workforce and the impact of desegregation on teacher representation. Furthermore, it explores how biases, prejudices, and privileges inherent in White-centered curricula and pedagogical approaches hinder the effective preparation of teachers to serve diverse student populations. The research highlights the importance of increasing diversity among teaching staff and teacher education candidates, as studies have shown that students benefit significantly from having teachers who share their racial and cultural backgrounds. To address these challenges, the paper explores several potential solutions, such as “grow your own” programs, which invest in and support non-licensed staff from diverse backgrounds, as well as mentorship initiatives and community outreach to foster connections with aspiring teachers of color. Additionally, the paper emphasizes the need to examine licensure standards and standardized testing as potential barriers for students of color entering the teaching profession. Advocating for higher base salaries for teachers, particularly in urban areas, is suggested to attract more diverse individuals to the teaching profession. The role of administration in the recruitment and retention of teachers of color is also emphasized, with a call to create positive and supportive school cultures that value the contributions of all teachers. Christian universities are urged to prioritize social justice issues, cultural diversity, and the amplification of culturally relevant pedagogy to create inclusive and welcoming environments for students of color. This study proposes that Christian universities must engage in critical self-reflection and dismantle White-centered structures and policies within their teacher education programs. By prioritizing diversity, cultural responsiveness, and equity, these institutions can better serve their diverse student populations and equip future educators to thrive in the diverse classrooms of the United States. The paper underscores the importance of these efforts to ensure that the teaching profession reflects the principles of equity and inclusivity that align with the teachings of the Christian faith and prepare educators to be transformative agents of change in the lives of their students.

Examining the Knowledge and Training of Secondary School Physical Educators Providing Strength and Conditioning Programming

Purpose: The purpose was to examine secondary physical education teachers’ strength and conditioning (SC) knowledge and evaluate associations between SC teaching role, professional preparation, and development. Method: A knowledge survey was developed/validated and distributed to 2,189 middle/high school teachers, with 605 providing complete data. Results: Seventy-five percent of participants reported serving an SC-related teaching role, and mean SC knowledge was 6.77 correct out of 15 (45%). Participants with SC certification, who taught an SC unit/course, who supervised an SC sport program, and who taught in high school performed significantly better. Physical education teacher education preparation, including exercise physiology and weightlifting activity courses, was a significant predictor of SC knowledge. Professional development, such as SC online coursework, meeting with SC professionals, and reading SC publications, was also a significant predictor. Conclusion: To support physical education teachers’ SC knowledge, physical education teacher education programs should include SC-related course offerings, and school administrators should consider offering professional development to physical education teachers who serve in SC roles.

예비 특수교사의 역량표준기반 시각장애학생교육 프로그램 참여경험 연구

This study developed a 15-week short-term program specialized in teaching students with
 visual impairment and explored the participation experiences of pre-service special education
 teachers in the program. The researcher extracted core standards for teaching students with visual
 impairments based on literature review and expert review, then collected the outcome portfolios
 and in-depth interview data from eight pre-service special education teachers. The study findings
 indicated that standards-based short-term activities provided practical and case-based learning
 opportunities, enabling participants to acquire professional competencies for teaching students with
 visual impairments. The participants gained specific knowledge and skills, including the understanding
 of learners with visual impairments, expertise in teaching, and practical experience in school
 settings. The study demonstrated how a standards-based approach benefits pre-service special
 education teachers, providing them with authentic experiences and a solid foundation for special
 education teacher preparation programs.

Pulling the Lever: Supporting Critical Consciousness in Secondary Special Education and Transition

Youth with disabilities encounter multiple systemic barriers to post-school success, including racism and discrimination. Critical consciousness is the foundation of culturally responsive and anti-racist work and supports self-determination and vocational outcomes expectations among marginalized youth. While secondary special educators are interested in learning more about culturally responsive practices such as critical consciousness, they lack institutional support and resources to implement these practices. In this article, we present an ecologically based conceptual framework of Critical Consciousness in Secondary Special Education and Transition (CCSSET) to demonstrate how special education teacher preparation programs and school administrators can leverage funding, laws, policies, and resources to support critical consciousness among teachers and students. Implications for research and practice are discussed.

Lighting the Path for Incoming Special Education Teachers: Advice From Special Educators on AAC Practices

Special education teachers have students in their classrooms with a variety of needs, and it is their responsibility to meet these needs for all students. Research shows special education teachers oftentimes enter the field with limited knowledge and skills to serve students with complex communication needs. The lack of background in augmentative and alternative communication practices is detrimental, as communication skills are fundamental for students’ independence. To better understand the needs of special education teachers, a survey was conducted to identify recommendations from the experts, in-service special education teachers, to incoming educators on augmentative and alternative practices. Results show that certain participant demographics impacted the recommendations offered to incoming special education teachers. Practical implications for incoming special education teachers, school administrators, and teacher preparation programs are discussed, along with suggestion for future research directions.

Latine preschool and elementary teachers’ knowledge and practice in the use of technology: A study in the Southern border of the United States

ABSTRACT In response to developing technology standards and innovative technology applications, it is important to measure the knowledge of education standards and practice of teachers. This study includes 226 prekindergarten to fifth grade Latine teachers employed in a Latineserving school district in a United States/Mexico border community. Survey data and factor analysis provide empirical evidence of technology use and teacher knowledge of technology standards and American Academy of Pediatrics recommendations. Regression analysis shows knowledge of technology applications is highest among teachers with 6–10 years of experience. Teacher practices of technology applications are likely to be implemented by teachers with a master’s degree compared to those with a bachelor’s degree. Implications and future research opportunities aim to improve technology integration in early childhood and elementary education teacher preparation contexts.

Reconstructing special educators’ knowledge about families with members in the autistic spectrum through befriending experiences

The role of parents within special education teacher preparation programs has been widely recognized. Traditional approaches for preparing special educators to interact with parents of children with special needs have been mainly classroom based promoting a narrow view of the disability, as a construct isolated from its micro-level social context (i.e., the home). Befriending has been increasingly supported as an emerging approach for the social support of vulnerable families in the community. Drawing upon the limitations of the traditional approaches and the need for reforming special education teacher training towards experiential learning and greater community engagement, in this paper we will share the insights from the development of a three-year befriending project between a university department and two charities of parents with members in the autistic spectrum. Overall, the scheme involved 35 families with persons in the autistic spectrum and 75 befrienders, the majority of which (n=60) were trainee special education teachers. Finally, we will discuss how befriending, viewed as a process for reconstructing special education teachers’ knowledge about families with persons in the autistic spectrum, can be embedded within curricula in special education teacher training programs.

Examining Relationships Between Field Placements and Preservice Teachers’ Self-Efficacy and Career Plans

Field placements are arguably the most crucial component of traditional preservice special education teacher preparation. In field placements, cooperating teachers and university supervisors foster preservice special educators’ sense of efficacy to teach, supporting their investment in continuing in the profession. Although ample research indicates the importance of cooperating teachers for preservice teachers’ outcomes, little of this research has been conducted with preservice special educators. Moreover, prior research has almost never focused on university supervisors, despite their critical role bridging the relationship between content learned in coursework and the applied practice of special education within placement schools. In this investigation, we examined how preservice special educators’ experiences of support from cooperating teachers and university supervisors relate to their teacher self-efficacy and their plans to teach. Analyzing a survey of 154 preservice special educators from six traditional preparation programs, we found that perceptions of university supervisors’ support significantly predicted both self-efficacy and plans to teach, whereas perceptions of support from cooperating teachers were unrelated to either outcome. Our findings indicate that university supervisors’ roles are crucial for preservice special educators’ outcomes, and thus that they could be an important leverage point for improving special education teacher preparation. We call for much more extensive research on university supervisors’ roles.

Using Mixed Reality to Support Inclusive Teaching Strategies in General and Special Education Preparation Programs

Preparing teacher candidates to provide learning strategies that support the differentiated needs of students should be at the forefront of all educator preparation programs (EPPs). Teacher candidates must become fluid in providing strategies that promote students’ individualized academic and social–emotional growth as well as strategies that support effective collaboration to enhance student productivity across the school environment. This pilot study explored the use of mixed reality (e.g., Mursion) as a tool to support pre-service general and special education teacher preparation and improvement of self-efficacy related to student engagement and instructional strategies. This study collected data on teacher candidates’ pre-/post-self-efficacy and participant self-reflections from an EPP in the United States. The results of this study yielded ideas as to how EPPs can better support teacher candidate preparation using a mixed-reality platform, as data revealed participant increase in self-efficacy and gains in the use of student engagement and instructional strategies that supported the use of evidence-based and high-leverage practices.

Leveraging the Paraeducator-to-Teacher Pipeline to Attract and Prepare Special Education Teachers

The well-documented special education teacher shortage in the U.S. has significant negative consequences for students with disabilities who require specially designed instruction from special education teachers. To address this shortage, special education teacher preparation programs should explore innovative approaches to recruiting and training future special education teachers. One such approach is the paraeducator-to-teacher (PTT) pipeline in which paraeducators complete preservice coursework and on-the-job training to earn their special education certification. In this article, we present two PTT pipelines that exist within one special education teacher preparation program. First, we review the literature on PTT pipelines and their efficacy in building the field. Next, we provide an overview of the special education teacher preparation program of interest and its state context, followed by descriptions of the program’s two PTT pipelines. We then discuss the levers that support implementation of each PTT pipeline. Finally, we present considerations for special education teacher preparation programs to ensure PTT pipelines expand the special education teaching workforce with well-prepared, high-quality special education teachers equipped to support students with disabilities.

Making Meaningful Connections: Facilitating Schoolwide Family Engagement With Culturally Diverse Families

The importance of strong family partnerships has long been considered essential to supporting the success of student with exceptionalities. Research indicates that building school-wide relationships with culturally and linguistically diverse families continues to prove challenges for administrators and other school personnel (Fowler, Coleman, Bogdan, 2019). The Individuals with Disabilities Act (IDEA) and the Every Student Succeeds Act (ESSA) both emphasize the critical importance of family engagement. Due to the national professional standards which undergird special education teacher preparation programs, special educators are uniquely positioned to enhance school-wide family engagement strategies. The focus of this practitioner-based manuscript is to provide building-level school administrators with planning tools to implement culturally responsive family-engagement for families of children with disabilities.

Preservice Physical Education Teacher Preparation for Health-Related Fitness Testing: A Faculty Perspective

Purpose: This study aimed to examine how physical education teacher education (PETE) programs prepare preservice physical education teachers (PPETs) for implementing health-related fitness testing (HRFT) in K–12 schools from a faculty perspective. Methods: The study applied a phenomenological approach. Seven PETE faculty participated in this study. Data were collected through semistructured interviews, online surveys, and course documents. Constant content analysis was performed to generate themes. Results: The study discovered four themes: (a) required courses are the primary means for preparing PPETs to use HRFT, (b) cooperating teachers can negatively influence the faculty’s role in HRFT preparation, (c) PPETs explored the use of HRFT in PETE programs through peer teaching and testing activities, and (d) there was a lack of field-based experiences in local schools for HRFT preparation. Conclusion: PETE programs provided some courses to prepare PPETs for the HRFT implementation with the lack of time and field experience.

Universal Design for Learning and Direct Instruction in a Special Education Practicum

The Instructional Planning Project (IPP) assignment is set in an online practicum course for graduate students in a high incidence special education teacher preparation program. The IPP assignment is the culminating assignment in a sixteen-week long course. The course provides students with a lesson plan template, for a reading or math lesson, that integrates direct instruction and Universal Design for Learning. The template is used for the major IPP assignment as well as for prior lesson plan assignments. Detailed instructions and a rubric are provided on Canvas, the learning management system, for the IPP assignment, where practicum students infuse Universal Design for Learning principles into a direct instruction lesson.