Special Education Teacher Preparation for Family-Professional Partnerships: Results From a National Survey of Teacher Educators

被引：22

作者：

Kyzar, Kathleen B. ^{[1
]}

Mueller, Tracy Gershwin ^{[2
]}

Francis, Grace L. ^{[3
]}

Haines, Shana J. ^{[4
]}

机构：

[1] Texas Christian Univ, Coll Educ, Early Childhood Educ, Ft Worth, TX 76129 USA

[2] Univ Northern Colorado, Special Educ, Greeley, CO 80639 USA

[3] George Mason Univ, Special Educ, Fairfax, VA 22030 USA

[4] Univ Vermont, Coll Educ & Social Serv, Burlington, VT USA

来源：

TEACHER EDUCATION AND SPECIAL EDUCATION | 2019年 / 42卷 / 04期

关键词：

teacher preparation; disability; family; collaboration; partnership; STRESS; SCHOOL; CHILDREN;

D O I：

10.1177/0888406419839123

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Family-professional partnerships (FPPs) are an important, federally mandated part of the American education system that benefit all students, but especially students with disabilities. Although special education teacher preparation programs offer a viable and sustainable way to enhance FPPs, little is known about the degree to which these programs address FPPs within their curricula. The purpose of this study was to examine the ways in which special education teacher preparation programs address FPPs. A total of 113 special education faculty members across 52 institutions responded to a national online survey addressing this topic. Results indicated (a) a disconnect in the value and implementation of FPP-related knowledge and skills at the program and individual faculty levels and (b) patterns of inconsistent FPP-related content coverage across undergraduate and graduate offerings as well as across FPP-specific and non-FPP-specific coursework. Implications for practice and future research are discussed.

引用

页码：320 / 337

页数：18