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ERIC Number: EJ1193168
Record Type: Journal
Publication Date: 2018-Nov
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0888-4064
Toward a Model of Learning and Transfer: A Review of Instructional Methods and Learning Outcomes in Special Education Teacher Preparation
Juarez, Sara Werner; Purper, Cammy
Teacher Education and Special Education, v41 n4 p292-307 Nov 2018
In the past decade and a half, measurable outcomes of teacher performance and student achievement have moved to the forefront of education policy. Researchers have identified a gap in special education teacher preparation research and have called for the re-envisioning of current educational models, emphasizing a focus on effective methods in special education teacher preparation. Prior studies and literature reviews have demonstrated a need for experimental research on effective methods that move preservice teachers (PSTs) from knowledge to application. In this article, the authors present a model of learning and transfer based on the How People Learn theoretical framework. Guided by this framework, a review of literature resulted in 12 experimental, quantitative studies of instructional methods delivered primarily within university classroom-based settings, measuring PSTs' outcomes at increasingly deeper levels of learning and transfer. Findings indicate various instructional methods within university coursework lead to strong, positive learning outcomes for PSTs, with most studies measuring knowledge acquisition and conceptual application of knowledge. Yet, more studies are needed to evaluate the effectiveness of coursework on teacher candidates' application for and within classroom settings, as well as students' outcomes. Implications and future research are discussed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A