21st Century Change Drivers: Considerations for Constructing Transformative Models of Special Education Teacher Development. (May 2016)

• Record Type: Journal Article
• Authors: Rock, Marcia L.; Spooner, Fred; Nagro, Sarah; Vasquez, Eleazar; Dunn, Cari; Leko, Melinda; Luckner, John; Bausch, Margaret; Donehower, Claire; Jones, Jennie L.
• Other Names: West Jane E. guest-editor.; Shepherd Katharine G. guest-editor.
• Is Part Of: Teacher education and special education. Volume 39:Number 2(2016:May)
• Page Start: 98
• Page End: 120
• Publication Date: 2016-05
• Subjects: contemporary challenges -- special education teacher development -- change drivers -- 21st century -- call to action; Special education -- Periodicals; Special education teachers -- Training of -- Periodicals; Sonderpädagogik; Lehrerfortbildung; 371.9
• DOI: 10.1177/0888406416640634
• Languages: English
• ISSNs: 0888-4064

Abstract

Contemporary challenges confronting special education teachers include, in part, workload, role ambiguity, evaluation, and shortages. Based on these and other challenges, the piece-meal 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.