Section archive - Teacher Education Programs

The purpose of this study was to investigate how alternative certification programs may affect special education teacher retention. The authors compared the University of Memphis's alternative Special Education Institute program to the university's traditional certification program. It was found that a larger percentage of the alternatively prepared teachers were employed at local school districts than the traditional program graduates . Furthermore, a larger percentage of African American students were employed by area school districts than were their White counterparts. The findings of this study support the use of alternative certification programs.

The current study compared two versions of a 13-week mandatory undergraduate inclusive education course to determine their effects on the self-efficacy of pre-service elementary education teachers. The study sought to determine whether there were differential effects of the two approaches - one based on a field-based placement and the other employing a course design approach derived from complex adaptive systems. The results showed statistically significant gains in self-efficacy for both approaches, although there were no statistically significant differences between versions of the course.

In this article, the authors offer a theoretical framework, drawn from Judith Butler's politics of the performative and Adriana Cavarero's narrative relations, for understanding the dynamics of using narratives of practice in teacher education. The authors conclude that by understanding the irresolvable tension of desire to have one’s story told, a teacher has a better chance of recognising her own vulnerability and that of her students, and of teaching at the starting place of ethics.

The purpose of this article is to describe a university-community collaborative initiative that provided an interdisciplinary approach to personnel preparation. Twelve students from various academic disciplines participated in early intervention coursework and practical experiences. Specifically, students were prepared to provide early intervention to infants/toddlers who were premature/medically fragile and their families. Outcome measures indicated increased knowledge and acquisition of skills related to early intervention, and intervention specific to the high-risk population. Employment outcomes and increased opportunities for professional collaboration are also described. Implications are discussed.