21St Century Change Drivers: Considerations For Constructing Transformative Models Of Special Education Teacher Development
Keywords
21st century; Call to action; Change drivers; Contemporary challenges; Special education teacher development
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.
Publication Date
5-1-2016
Publication Title
Teacher Education and Special Education
Volume
39
Issue
2
Number of Pages
98-120
Document Type
Article
Personal Identifier
scopus
DOI Link
https://doi.org/10.1177/0888406416640634
Copyright Status
Unknown
Socpus ID
85018192737 (Scopus)
Source API URL
https://api.elsevier.com/content/abstract/scopus_id/85018192737
STARS Citation
Rock, Marcia L.; Spooner, Fred; Nagro, Sarah; Vasquez, Eleazar; and Dunn, Cari, "21St Century Change Drivers: Considerations For Constructing Transformative Models Of Special Education Teacher Development" (2016). Scopus Export 2015-2019. 3705.
https://stars.library.ucf.edu/scopus2015/3705