Integration and Validation in Hybrid-Online Teacher Preparation: A Case Study of Persistence in a Native American Special Education Licensure Program

• In Event: Roundtable Session 1
  In Roundtable Session: Sociopolitical Contexts of Teacher Education and Educational Reform

Abstract

This study explored the experience of graduate students in a Special Education Licensure Program, with a goal to prepare teachers from a Native American perspective to work with students with disabilities. The program is delivered in a hybrid format of face-to-face and online sessions. The study focus was to explore: academic and social integration of participants; sources of validation; and perceived preparedness to work with Native American youth with disabilities. This study was completed using qualitative methodology including a review of program evaluation findings, individual interviews, a written survey, a focus group and archival analysis of online postings. Results of this study suggest that both the online and the face-to-face learning environments contributed to integration, validation and preparedness beliefs.

Authors

• Donna R. Patterson, Augsburg College

• Susan Elizabeth O'Connor, Augsburg College

• Aquila Tapio, Minneapolis Public Schools