Collaborative Professional Development Model for Teachers of Students with Special Needs
I would like to share an important scholarly article, titled: “Collaborative Professional Development Model for Teachers of Students with Special Needs” by Butler, Laushcher, Jarvis-Selinger, & Beckingham, from the University of British Columbia.
This additional reading, which can help us extend Chapter 24, Johnston’s research on Collaborative Teacher Development, to help teachers challenge their ‘deep-rooted’ practices in order to be able to better help those students who have special needs in the classroom:
“Also consistent with newer professional development models, teachers in this project enjoyed identifying ‘best practices’ enacting changes in their individual classrooms (with guidance), and reflecting on their teaching activities (Henry et al., 1999; Palincsar et al., 1999; Perry et al., 1999). These ‘self-regulated’ approaches to learning about teaching appeared to foster teachers’ (and researchers’) co-construction of both practical and formalized knowledge.” (Butler, Laushcher, Selinger, Beckingham, pg.17)
Source: http://ecps.educ.ubc.ca/sites/ecps.educ.ubc.ca/files/uploads/zzz/SPED/Butler_ConfPapers/Butler_CSSE_PD_Paper.pdf
As the authors explain, their main goal for teachers should be to bring about ‘positive educational change,’ through the philosophy that professional development is an ‘evolving’ and ongoing process that can be implemented to meet the needs of the classroom, including those students with special needs.
Enjoy reading the article! I am sure you will find the case study very helpful, along with strategies discussed to help teachers take the opportunity to collaborate with their colleagues.
This additional reading, which can help us extend Chapter 24, Johnston’s research on Collaborative Teacher Development, to help teachers challenge their ‘deep-rooted’ practices in order to be able to better help those students who have special needs in the classroom:
“Also consistent with newer professional development models, teachers in this project enjoyed identifying ‘best practices’ enacting changes in their individual classrooms (with guidance), and reflecting on their teaching activities (Henry et al., 1999; Palincsar et al., 1999; Perry et al., 1999). These ‘self-regulated’ approaches to learning about teaching appeared to foster teachers’ (and researchers’) co-construction of both practical and formalized knowledge.” (Butler, Laushcher, Selinger, Beckingham, pg.17)
Source: http://ecps.educ.ubc.ca/sites/ecps.educ.ubc.ca/files/uploads/zzz/SPED/Butler_ConfPapers/Butler_CSSE_PD_Paper.pdf
As the authors explain, their main goal for teachers should be to bring about ‘positive educational change,’ through the philosophy that professional development is an ‘evolving’ and ongoing process that can be implemented to meet the needs of the classroom, including those students with special needs.
Enjoy reading the article! I am sure you will find the case study very helpful, along with strategies discussed to help teachers take the opportunity to collaborate with their colleagues.