Understanding and Improving Opportunities for Specialized Content Knowledge Learning Among Specials Candidates

• In Event: AERA Poster Session 10
  In Poster Session: Division K Section 5 Poster Session 2

Abstract

Prospective specials teachers often complain that things look different in art, music, or physical education than in the typical classroom. Many of these candidates enter teaching with extensive experience in their disciplines. This has raised important questions for us about how we prepare specials candidates, especially in their development of specialized content knowledge (SCK) for teaching. Here, we report upon a multiyear inquiry into SCK learning for specials candidates within our yearlong teacher residency program. Our initial analysis revealed a dissonance between specials' candidates doing of disciplinary activities with students, where SCK learning opportunities seemed richest, and their application of general "school-based" practices. This finding led us to revise our curriculum and observation/evaluation instruments to improve SCK learning.

Authors

• Ian Parker Renga, University of Southern Maine

• George Kamberelis, Western Colorado University

• Alissa Axtell, Western Colorado University

• Cori Woytek, Western Colorado University

• Caroline Forrest, Western Colorado University