为不同城市学校培养教师的教师教育计划建议

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2021-10-13 DOI:10.1177/10534512211051065

LaRon A. Scott, Imani Evans, Risha R. Berry

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引用次数: 0

摘要

本文的重点是为教师教育项目提供建议，以满足城市社区中情绪和行为障碍（EBD）和学习障碍（LD）学生的教育需求。建议包括为职前特殊教育教师教育工作者做好准备，以便有效实施文化响应方法。这篇文章概述了教师教育项目的关键特征，可以使用文化响应的方法来设计实地体验，并在学校和教师教育项目之间进行合作，以满足城市环境中学生的独特需求。教师教育项目负责人可以纳入并使用这些建议来修改项目，以便职前特殊教育教师教育工作者能够更好地准备包容所有学习者，满足他们的多样化需求。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Recommendations for Teacher Education Programs to Prepare Practitioners for Diverse Urban Schools

The focus of this article is to provide teacher education programs with recommendations for meeting the educational needs of students with emotional and behavior disorders (EBD) and learning disabilities (LD) in urban communities. Recommendations include preparing preservice special education teacher educators to effectively implement culturally responsive approaches. The article outlines critical features of teacher education programs that can be modified using culturally responsive approaches to design field experiences and collaboration between schools and teacher education programs to meet the distinctive needs of students in urban environments. Teacher education program leaders can incorporate and use the recommendations to modify programs so that preservice special education teacher educators can be better prepared to be inclusive of all learners and meet their diverse needs.

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来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.