Mentor teachers modeling: affordance or constraint for special education pre-service teachers in the practicum setting?-Reference-Cited by-同舟云学术

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Mentor teachers modeling: affordance or constraint for special education pre-service teachers in the practicum setting?

Published:2022-08-08 Issue:4 Volume:26 Page:587-605
ISSN:1366-4530
Container-title:Teacher Development
language:en
Short-container-title:Teacher Development

Author:

Cutrer-Párraga Elizabeth A.¹^ORCID,Hall-Kenyon Kendra M.²^ORCID,Miller Erica Ellsworth¹,Christensen Morgan¹,Collins Jessi³,Reed Emily³,Beer Tyler³

Affiliation:

1. Counseling Psychology & Special Education, McKay School of Education, Brigham Young University, Provo, UT, USA

2. Teacher Education, McKay School of Education, Brigham Young University, Provo, UT, USA

3. McKay School of Education, Brigham Young University, Provo, UT, USA

Funder

Brigham Young University

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13664530.2022.2105939

Reference54 articles.

1. Improving Preservice Teacher Vocabulary Instruction: A Randomized Controlled Trial

2. Co-teaching Through Modeling Processes: Professional Development of Students and Instructors in a Teacher Training Program

3. Qualitative Studies in Special Education

4. A Meta-Analysis of Educator Training to Improve Implementation of Interventions for Students With Disabilities

5. Special Education Teacher Quality and Preparation: Exposing Foundations, Constructing a New Model

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