Special Education Teacher Preparation for Family–Professional Partnerships: Results From a National Survey of Teacher Educators

IF 1.9 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Teacher Education and Special Education Pub Date : 2019-03-24 DOI:10.1177/0888406419839123

Kathleen B. Kyzar, T. Mueller, G. Francis, S. Haines

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引用次数: 17

Abstract

Family–professional partnerships (FPPs) are an important, federally mandated part of the American education system that benefit all students, but especially students with disabilities. Although special education teacher preparation programs offer a viable and sustainable way to enhance FPPs, little is known about the degree to which these programs address FPPs within their curricula. The purpose of this study was to examine the ways in which special education teacher preparation programs address FPPs. A total of 113 special education faculty members across 52 institutions responded to a national online survey addressing this topic. Results indicated (a) a disconnect in the value and implementation of FPP-related knowledge and skills at the program and individual faculty levels and (b) patterns of inconsistent FPP-related content coverage across undergraduate and graduate offerings as well as across FPP-specific and non-FPP-specific coursework. Implications for practice and future research are discussed.

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特殊教育教师为家庭-专业伙伴关系做准备：全国教师教育工作者调查结果

家庭-专业伙伴关系（FPP）是美国教育体系中一个重要的、联邦政府授权的组成部分，它惠及所有学生，尤其是残疾学生。尽管特殊教育教师准备计划为提高FPP提供了一种可行和可持续的方式，但人们对这些计划在其课程中解决FPP的程度知之甚少。本研究的目的是检验特殊教育教师准备计划解决FPP的方式。52所院校共有113名特殊教育教师对一项针对这一主题的全国在线调查做出了回应。结果表明：（a）FPP相关知识和技能在课程和教师个人层面的价值和实施存在脱节；（b）本科生和研究生课程以及FPP特定和非FPP特定课程的FPP相关内容覆盖率不一致。讨论了对实践和未来研究的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teacher Education and Special Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.40

自引率

10.30%

发文量