Advancing Coherent Theories of Change in Special Education Teacher Education Research: A Response to the Special Issue on the Science of Teacher Professional Development. (May 2018)

• Record Type: Journal Article
• Authors: Brownell, Mary T.; Leko, Melinda M.
• Other Names: Griffin Cynthia C. guest-editor.; Brownell Mary T. guest-editor.
• Is Part Of: Teacher education and special education. Volume 41:Number 2(2018:May)
• Page Start: 158
• Page End: 168
• Publication Date: 2018-05
• Subjects: special education -- teacher preparation; Special education -- Periodicals; Special education teachers -- Training of -- Periodicals; Sonderpädagogik; Lehrerfortbildung; 371.9
• DOI: 10.1177/0888406417748430
• Languages: English
• ISSNs: 0888-4064

Abstract

In this article, the authors provide a response to the special issue The Science of Teacher Professional Development: Iterative Design Studies Across Content Areas. In doing so, they present the framework of professional development (PD) enactment developed by Mary Kennedy and apply it to the three studies highlighted in this special issue. They also present implications regarding the advancement of coherent theories of change within special education teacher education research.