21st century change drivers: Considerations for constructing transformative models of special education teacher development

Marcia L. Rock, Fred Spooner, Sarah Nagro, Eleazar Vasquez, Cari Dunn, Melinda Leko, John Luckner, Margaret Bausch, Claire Donehower, Jennie L. Jones

Research output: Contribution to journalArticlepeer-review

34 Scopus citations

Abstract

Contemporary challenges confronting special education teachers include, in part, workload, role ambiguity, evaluation, and shortages. Based on these and other challenges, the piecemeal fragmented approach to pre- and in-service training, which exists currently, needs to be replaced with 21st century models of special education teacher development that are seamless, technology enabled, comprehensive, cohesive, and career spanning. In this article, the authors briefly address persistent and unresolved challenges, identify contemporary change drivers, and discuss ways in which teacher education professionals could leverage the drivers to inform the development of 21st century models for special education teacher development aimed at improving outcomes for students with disabilities. Change drivers include the digital revolution, the diversity gap, the credibility factor, the demand for collective impact, and the culture of we. The authors conclude with a call to action.

Original languageEnglish
Pages (from-to)98-120
Number of pages23
JournalTeacher Education and Special Education
Volume39
Issue number2
DOIs
StatePublished - May 2016

Bibliographical note

Publisher Copyright:
© 2016 Teacher Education Division of the Council for Exceptional Children.

Keywords

  • 21st century
  • Call to action
  • Change drivers
  • Contemporary challenges
  • Special education teacher development

ASJC Scopus subject areas

  • Education

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