Moving toward a Hybrid Teacher Education Course: Supporting the Theory to Practice Challenge in Special Education
Journal of Special Education Technology Volume 25, Number 2, ISSN 0162-6434
The use of teacher education hybrid courses has become a growing and more visible phenomenon in the field of special education. This article describes a hybrid course development process that utilizes a seven-stage learning cycle model for course structure and design as a way to support the translation of evidence-based practices to the classroom and larger school community context. A case example is described where two cohorts of graduate special education students completed a hybrid course developed around this seven-stage model. This case presents a positive student perspective of the hybrid course structure and supports a reflection of application to practice.
Jones, P. & West, E.A. (2010). Moving toward a Hybrid Teacher Education Course: Supporting the Theory to Practice Challenge in Special Education. Journal of Special Education Technology, 25(2), 45-56.
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Technological Pedagogical Content Knowledge (TPACK): Can this type of knowledge transfer between settings?
Irina Lyublinskaya & Nelly Tournaki, College of Staten Island, CUNY, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2934–2940
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