Instigating Fundamental Change through Experiential Inservice Development

In this article, we call for a rethinking of inservice education for teachers of children with disabilities as well as an investment in experiential modes of teacher renewal. We present examples of two applications of short-term internships where teachers are immersed in the successful use of exempl...

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Bibliographic Details
Published in:Teacher education and special education 2000-04, Vol.23 (2), p.142-156
Main Authors: Stowitschek, Joseph J., Cheney, Douglas A., Schwartz, Ilene S.
Format: Article
Language:English
Subjects:
Disabilities
Early Childhood Education
Educational Change
Educational Practices
Elementary Secondary Education
Experiential Learning
Field Experience Programs
Inservice Teacher Education
Internship Programs
Mentors
Postsecondary Education
Professional Development
Special Education Teachers
Transitional Programs
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Summary:In this article, we call for a rethinking of inservice education for teachers of children with disabilities as well as an investment in experiential modes of teacher renewal. We present examples of two applications of short-term internships where teachers are immersed in the successful use of exemplary practices by host teachers in early education and school-to-adult life transition settings. We conclude with a description of the implications of these experiential approaches for promoting systemic change and for the redesign of inservice education formats.
ISSN:0888-4064
1944-4931
DOI:10.1177/088840640002300207