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Journal article
Building collaborative teacher education: Integrating UDL through a faculty learning community
Journal of Practitioner Research,, Vol.5(2), Article 5
5
2020
Abstract
Teacher educators have focused reform efforts on preparing graduates to address increasingly diverse K-12 students. Collaboration among general and special education faculty is seen as beneficial for preparing teacher candidates who can teach diverse learners, yet it is not the norm. This practitioner research explored a curriculum reform effort that used a faculty learning community (FLC) to engage general and special education faculty in the process of integrating Universal Design for Learning (UDL) into a teacher education program. Faculty perceptions of the collaborative reform process and resulting curriculum enhancements are presented. Findings indicated the process was valued by our faculty, promoted a stronger culture of collaboration, and resulted in program improvements. This study offers guidance to other teacher education faculty interested in collaborative reform.
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- Title
- Building collaborative teacher education
- Publication Details
- Journal of Practitioner Research,, Vol.5(2), Article 5
- Resource Type
- Journal article
- Publisher
- Scholar Commons; University of South Florida
- Series
- 5
- Grant note
- Funding: This work was supported by the Florida Department of Education [grant number 171-5015A-8CC01]
- Copyright
- This Practitioner Research is brought to you for free and open access by the College of Education at Scholar Commons. It has been accepted for inclusion in Journal of Practitioner Research by an authorized editor of Scholar Commons. For more information, please contact scholarcommons@usf.edu.
- Identifiers
- 99380090597606600
- Academic Unit
- School of Education
- Language
- English