Teacher Training and Professional Development in Special Education: Assessing the impact of professional development programs on teacher effectiveness and student outcomes

K. Suresh Kumar

doi:10.36676/girt.2023-v11i1-010

Authors

Kumar S Research Scholar, Adikavi Nannaya University, Rajamahendravaram

DOI:

https://doi.org/10.36676/girt.2023-v11i1-010

Keywords:

Teacher Training, Professional Development

Abstract

Teacher training and professional development programs are crucial components in improving the effectiveness of special education teachers and enhancing student outcomes. This literature review focuses on the effects of professional development activities in special education, specifically on the ways in which these initiatives have impacted teacher practises, attitudes, and knowledge, as well as on the academic and social-emotional growth of students. Methods of professional development such as workshops, coaching, online courses, and online learning communities are all dissected in this review. It also examines the programme design, support mechanisms, and school administration that contribute to the success of these initiatives. The report also gives recommendations for future study and practice in the subject of special education, and it discusses the difficulties of implementing effective professional development efforts. The results show the potential benefits of ongoing, evidence-based professional development for special education teachers and their children.

References

Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Vasquez Heilig, J. (2005). Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness. Education Policy Analysis Archives, 13, 42. https://doi.org/10.14507/epaa.v13n42.2005

Datta, R., & Mete, J. (2021). Teacher Education in India Standard and Performance. 1.

Deshmukh, K. S. (n.d.). A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE PHD PROGRAMME IN MANAGEMENT INDIAN INSTITUTE OF MANAGEMENT AHMEDABAD. PROFESSIONAL DEVELOPMENT.

Karabenick, S. A., & Noda, P. A. C. (2004). Professional Development Implications of Teachers’ Beliefs and Attitudes Toward English Language Learners. Bilingual Research Journal, 28(1), 55–75. https://doi.org/10.1080/15235882.2004.10162612

Kaur, S. (n.d.). 46. Role_of_Professional_Development_Programs_for_Teachers_and_Teacher_Educators_for_Effective_Inclusion-2019-02-02-10-01.

Rahi, A. S. (n.d.). THE ROLE OF VALUE-ADDED MEASURES IN CONTINUING PROFESSIONAL LEARNING OF PROSPECTIVE TEACHERS.

Reston, E. D., & Cañizares, M. J. F. (2018). Needs assessment of teachers’ knowledge bases, pedagogical approaches and self-efficacy in implementing the K to 12 science and mathematics curriculum. International Journal of Research Studies in Education, 8(2). https://doi.org/10.5861/ijrse.2018.3016

Shah, R. (n.d.). FOSTERING CONSTRUCTIVIST TEACHING BELIEFS IN ENGLISH LANGUAGE CLASSROOMS THROUGH THE IMPLEMENTATION OF PARTICIPANT-DRIVEN WORKSHOPS, PROFESSIONAL LEARNING COMMUNITIES, AND COACHING FACILITIES WITHIN A PROFESSIONAL DEVELOPMENT STRUCTURE IN INDIA.

Sharma, S., & Singh, V. K. (n.d.). Inclusive Education in India: A Paradigm Shift in Roles, Responsibilities and Competencies of Regular School Teachers.

Wagner, D. A., Day, B., James, T., Kozma, R. B., Miller, J., & Unwin, T. (n.d.). Monitoring and Evaluation of ICT in Education Projects.