Innovative Approaches to Teacher Preparation Improving Use of Evidence-Based Practices in EI/ECSE

Abstract

Making connections between macro and micro-level practices help teacher candidates to better understand the interdisciplinary nature of the system in which they work. Therefore, we present a collaborative approach to support an increase in early intervention and early childhood special education teacher candidate knowledge and application of best practices. We use a case study to illustrate example approaches and resources (e.g., coaching and reflective practice) that address both macro and micro-level considerations for leaders as they support cross-disciplinary collaboration and teaching practices. Implications for leaders are included to support their preparation of early intervention and early childhood special education teacher candidates.