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Examining the Status of Transition-Focused Content within Educator Preparation Programs

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Title: Examining the Status of Transition-Focused Content within Educator Preparation Programs
Language: English
Authors: Morningstar, Mary E., Hirano, Kara A., Roberts-Dahm, L. Danielle, Teo, Natalie, Kleinhammer-Tramill, P. Jeannie
Source: Career Development and Transition for Exceptional Individuals. Feb 2018 41(1):4-15.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Descriptors: Preservice Teacher Education, Preservice Teachers, Transitional Programs, Content Analysis, Secondary School Curriculum, Delivery Systems, Evidence Based Practice, Online Surveys, Skill Development, Knowledge Base for Teaching, Teacher Educators, Teacher Attitudes, Career Readiness, Outcomes of Education
DOI: 10.1177/2165143417741477
ISSN: 2165-1434
Abstract: Almost two decades since the last study of how educator preparation programs (EPPs) offer transition-related content to preservice teachers, this study sought to understand if the educator preparation landscape has changed. Given the impact of well-prepared secondary educators on student transition outcomes, reexamining the status of transition-related content within teacher education was warranted. Thus, the primary purpose of this study was to query a national sample of EPPs regarding the specific transition content provided and methods for conveying transition content to preservice teacher education students. Results indicated that small changes have occurred over time, with most programs reporting positive perspectives regarding the level of preparation among program graduates. However, the capacity of EPPs to offer high quality and evidence-based transition content appears to be inconsistent. This study emphasizes the need for future research, as well as improved practice within EPPs.
Abstractor: As Provided
Number of References: 29
Entry Date: 2018
Accession Number: EJ1165186
Database: ERIC
FullText Text:
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  Data: Examining the Status of Transition-Focused Content within Educator Preparation Programs
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  Data: <searchLink fieldCode="AR" term="%22Morningstar%2C+Mary+E%2E%22">Morningstar, Mary E.</searchLink><br /><searchLink fieldCode="AR" term="%22Hirano%2C+Kara+A%2E%22">Hirano, Kara A.</searchLink><br /><searchLink fieldCode="AR" term="%22Roberts-Dahm%2C+L%2E+Danielle%22">Roberts-Dahm, L. Danielle</searchLink><br /><searchLink fieldCode="AR" term="%22Teo%2C+Natalie%22">Teo, Natalie</searchLink><br /><searchLink fieldCode="AR" term="%22Kleinhammer-Tramill%2C+P%2E+Jeannie%22">Kleinhammer-Tramill, P. Jeannie</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Career+Development+and+Transition+for+Exceptional+Individuals%22"><i>Career Development and Transition for Exceptional Individuals</i></searchLink>. Feb 2018 41(1):4-15.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 10.1177/2165143417741477
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– Name: Abstract
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  Data: Almost two decades since the last study of how educator preparation programs (EPPs) offer transition-related content to preservice teachers, this study sought to understand if the educator preparation landscape has changed. Given the impact of well-prepared secondary educators on student transition outcomes, reexamining the status of transition-related content within teacher education was warranted. Thus, the primary purpose of this study was to query a national sample of EPPs regarding the specific transition content provided and methods for conveying transition content to preservice teacher education students. Results indicated that small changes have occurred over time, with most programs reporting positive perspectives regarding the level of preparation among program graduates. However, the capacity of EPPs to offer high quality and evidence-based transition content appears to be inconsistent. This study emphasizes the need for future research, as well as improved practice within EPPs.
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      – SubjectFull: Transitional Programs
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