A Dynamic Model for the Next Generation of Research on Teacher Education for Inclusion

Blanton, Linda P.; Pugach, Marleen C.

doi:10.1007/978-3-319-54389-5_15

Cited by 12 publications

(15 citation statements)

References 14 publications

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“…Although as teacher educators we expect our graduates to engage in professional learning communities as they move into PK-12 practice, we are not necessarily that good at doing so ourselves. Teacher education faculty typically do not function, nor regularly view themselves, as members of a local professional community of learners across areas of teacher education expertise focused on the continuous improvement of preservice teacher education (Blanton & Pugach, 2017). When joint experiences do take place relative to preparing teachers for inclusion, they often tend to be decontextualized within specific courses or clinical experiences rather than as an organic function of the preservice curriculum.…”

Section: Resultsmentioning

confidence: 99%

The edTPA as an Occasion for Structuring Faculty Dialogue Across the Divide? A “Checklist Manifesto” for a More Inclusive Teacher Education

Pugach

2017

Teacher Education and Special Education: The Journal of the Tea

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Collaboration across teacher education in the service of a more inclusive preservice pedagogy is now taking place within a context of high intensity accountability that includes the widespread adoption of the edTPA. This analysis explores how teacher educators in special and general education might advance the preparation of preservice students for inclusive teaching when faculty are obliged to use the edTPA to measure candidate learning. Drawing on Atul Gawande’s (2009) work in the field of medicine related to the value of using checklists to improve outcomes among experts in practical settings, the author proposes the Teacher Education for Inclusion Checklist. This tool is designed to help overcome the underappreciated power of the historical divide between general and special education, which often serves as a default position for how teacher educators work together, and to provide guidance for how faculty might engage in dialogue across the assessments mandated by the edTPA.

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Section: Resultsmentioning

confidence: 99%

The edTPA as an Occasion for Structuring Faculty Dialogue Across the Divide? A “Checklist Manifesto” for a More Inclusive Teacher Education

Pugach

2017

Teacher Education and Special Education: The Journal of the Tea

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“…To this end, we offer two overarching recommendations. First, we call on teacher educators to organize themselves as active, deliberative Communities for Pre-service Learning (Blanton & Pugach, 2017), in much the same way we expect Pre-K-12 teachers to work within their own school-based learning communities (a) to collaboratively address the thorny questions regarding the relationship between all social markers of diversity and the intersectionalities among them, and (b) to unpack which approaches to instruction cross diversities and which might not. These learning communities must become part of the organizational culture of teacher education if they are to be successful in transcending the idea that there is one teacher education community for “general” education and another one for “special” education.…”

Section: Discussionmentioning

confidence: 99%

Interrogating the Intersections Between General and Special Education in the History of Teacher Education Reform

Blanton

Pugach

Boveda

2018

Journal of Teacher Education

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This article provides an historical analysis of major reforms in teacher education, beginning in the 1970s, specifically focusing on the opportunities each reform presented to build a shared agenda across pre-service general and special education, and the constraints that operated on them. The analysis revealed the existence of several such intersections, each of which created substantive occasions for joint action across general and special education at every stage of teacher education reform. However, four factors— policy, funding, timing, and norms of separation—appear to have operated as constraints upon mining the capacity of these potential intersections. If the promise of a cohesive system of education capable of and committed to supporting struggling students across multiple and intersecting diversities is to be realized, it will be critical to coalesce around a comprehensive equity agenda that builds on the intersections that continue to exist between general and special education.

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“…Despite the benefits reported in the literature for blended preparation, the culture of IHEs may continue to burden faculty in these programs (Blanton & Pugach, 2017; Mickelson, 2013; Miller & Stayton, 1999), and the current context likely worsens this aspect. Faculty may not be supported by administrators to engage in the collaboration with interdisciplinary faculty and community partners identified as central to blended models (Mellin & Winton, 2003).…”

Section: Historical Analysis Of Blended Preparationmentioning

confidence: 99%

“…As new faculty are hired and programs are revisioned for the current context, faculty may also continue to encounter tensions identified as barriers to blended preparation around philosophical differences in beliefs and approaches to ECE and EI/ECSE (Mickelson, 2013). Continuous assessment of the curricula is a critical component of collaborative program success (Blanton & Pugach, 2017). Yet, program assessment processes, often driven by external forces such as state and national requirements, are often divorced from the philosophical examinations necessary to ensure that the vision of blended preparation thrives in program design and sustained implementation.…”

Section: Historical Analysis Of Blended Preparationmentioning

confidence: 99%

Blended Preparation in Early Childhood and Early Intervention/Early Childhood Special Education: Reflecting on the Past, Paving a Path Forward

Mickelson

Correa

Stayton

2021

Teacher Education and Special Education: The Journal of the Tea

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The movement toward collaborative models of preservice early childhood preparation, those that attempt to “blend” preparation for both early childhood education (ECE) and early intervention/early childhood special education (EI/ECSE), is entering its fourth decade. This position paper presents a historical analysis of the blended movement through a conceptual framework based on a social foundations perspective that highlights how sociopolitical and foundational influences have affected blended preparation over time. Although blended models were first explored as a means to reconceptualize early childhood preservice preparation for inclusion, the recommendations shared in this article center on the need to reconceptualize blended preparation itself. A call to action is proposed for the development of a robust research agenda and the strategic coordination of advocacy to ensure current and future blended preparation meets the needs of the increasingly diverse contexts, roles, and responsibilities of ECE and EI/ECSE practitioners.

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A Dynamic Model for the Next Generation of Research on Teacher Education for Inclusion

Cited by 12 publications

References 14 publications

The edTPA as an Occasion for Structuring Faculty Dialogue Across the Divide? A “Checklist Manifesto” for a More Inclusive Teacher Education

The edTPA as an Occasion for Structuring Faculty Dialogue Across the Divide? A “Checklist Manifesto” for a More Inclusive Teacher Education

Interrogating the Intersections Between General and Special Education in the History of Teacher Education Reform

Blended Preparation in Early Childhood and Early Intervention/Early Childhood Special Education: Reflecting on the Past, Paving a Path Forward

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