NCCRESt

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The Theoretical Foundations of Professional Development in Special Education: Is Sociocultural Theory Enough?

This article reviews sociocultural, multicultural, and critical pedagogical theories and suggests that an adequate and sufficient theoretical framework for professional development in special education must explicitly and directly address issues of power, discrimination, and relative status that underlie dilemmas of practice. It offers vignettes of such dilemmas, with reference to the 1998 Council for Exceptional Children's professional standards. (Contains extensive references.) (Author/DB)

• Author/Creator: De Valenzuela, J. S., Connery, M. Cathrene, Musanti, Sandra I.
• Date Published: Mar-Apr
• Journal/Secondary Title: Remedial and Special Education
• Number: 2
• Volume: 21
• Year: 2000

This resource is cataloged under:

• Network/channel: NCCRESt: People: Educators
• Network/channel: NCCRESt: Practices: Professional Development
• Subject: Disabilities
• Subject: Elementary Secondary Education
• Subject: Higher Education
• Subject: Inservice Teacher Education
• Subject: Multicultural Education
• Subject: Sociocultural Patterns
• Subject: Special education
• Subject: standards
• Subject: Teaching Models
• Subject: Theories
• Subject: Theory Practice Relationship

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