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