TY - JOUR
T1 - 21st century change drivers
T2 - Considerations for constructing transformative models of special education teacher development
AU - Rock, Marcia L.
AU - Spooner, Fred
AU - Nagro, Sarah
AU - Vasquez, Eleazar
AU - Dunn, Cari
AU - Leko, Melinda
AU - Luckner, John
AU - Bausch, Margaret
AU - Donehower, Claire
AU - Jones, Jennie L.
N1 - Publisher Copyright:
© 2016 Teacher Education Division of the Council for Exceptional Children.
PY - 2016/5
Y1 - 2016/5
N2 - 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.
AB - 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.
KW - 21st century
KW - Call to action
KW - Change drivers
KW - Contemporary challenges
KW - Special education teacher development
UR - http://www.scopus.com/inward/record.url?scp=85018192737&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85018192737&partnerID=8YFLogxK
U2 - 10.1177/0888406416640634
DO - 10.1177/0888406416640634
M3 - Article
AN - SCOPUS:85018192737
SN - 0888-4064
VL - 39
SP - 98
EP - 120
JO - Teacher Education and Special Education
JF - Teacher Education and Special Education
IS - 2
ER -