Understanding the Learning Progression of Teachers to Serve Children of Diverse Backgrounds

• In Event: 26.079 - Roundtable Session 7
  In Roundtable Session: 26.079-7 - Examining Teacher Candidate Attitudes on Diverse Learners

Abstract

This paper examines the preparation of general and special educators to teach diverse students in 21st century classrooms. To achieve this, we used a multi-method study to determine the extent to which individuals who graduated from our institution’s teacher education pathways felt prepared to work with diverse students, including those with special needs. Findings indicate that program completers without specialized teacher training the needs of students with disabilities in mainstream classes may go unmet. Further analysis revealed a learning progression that moved interns and novice teachers from familiarity to application depending on environmental factors and supports from vicarious to autonomous. Implications for cross-disciplinary teacher education, longitudinal learning, and program development are discussed.

Authors

• Catherine Fallona, University of Southern Maine

• Jean Whitney, University of Southern Maine

• Cynthia Curry, University of Southern Maine