Structuring a Teacher Education Program for Faculty Collaboration and Second-Order Change

Authors

Tammy V. Abernathy
Shanon S. Taylor

Abstract

The purpose of this paper is to describe the structure and functions of an integrated elementary special education undergraduate teacher program (Integrated Elementary/Special Education Teacher Education Program, ITEP). By abandoning our old “enhancement model” of teacher education, we redesigned our program into a “merged model.” We examine this restructuring from the perspective of first- and second- order change, and we discuss the obstacles we found that prohibit meaningful second-order change. Finally, we briefly discuss how our experiences in designing ITEP and our state’s devastating fiscal crisis have affected our teacher-education programs and nudged us into more authentic second-order changes.

Recommended Citation

Abernathy, Tammy V. and Taylor, Shanon S. (2013) "Structuring a Teacher Education Program for Faculty Collaboration and Second-Order Change," Journal of Educational Leadership in Action: Vol. 1: Iss. 1, Article 1.
DOI: https://doi.org/10.62608/2164-1102.1087
Available at: https://digitalcommons.lindenwood.edu/ela/vol1/iss1/1

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