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What's Training Got to Do With It?: Educator Preparation Programs and Deficit Thinking

What's Training Got to Do With It?: Educator Preparation Programs and Deficit Thinking

Jennifer Webb, Jennifer Green
Copyright: © 2022 |Pages: 18
ISBN13: 9781799888604|ISBN10: 1799888606|ISBN13 Softcover: 9781799888611|EISBN13: 9781799888628
DOI: 10.4018/978-1-7998-8860-4.ch004
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MLA

Webb, Jennifer, and Jennifer Green. "What's Training Got to Do With It?: Educator Preparation Programs and Deficit Thinking." Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement, edited by Richard D. Williams, IGI Global, 2022, pp. 83-100. https://doi.org/10.4018/978-1-7998-8860-4.ch004

APA

Webb, J. & Green, J. (2022). What's Training Got to Do With It?: Educator Preparation Programs and Deficit Thinking. In R. Williams (Ed.), Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement (pp. 83-100). IGI Global. https://doi.org/10.4018/978-1-7998-8860-4.ch004

Chicago

Webb, Jennifer, and Jennifer Green. "What's Training Got to Do With It?: Educator Preparation Programs and Deficit Thinking." In Handbook of Research on Challenging Deficit Thinking for Exceptional Education Improvement, edited by Richard D. Williams, 83-100. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8860-4.ch004

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Abstract

With the current, pervasive mindset in schools of deficit thinking, which affects students of all ages and abilities, educator preparation programs have an opportunity to make a change. This chapter will explore educator preparation programs and what is being taught in introductory courses on special education, as well as mindset leading to deficit thinking. An exploratory survey of university instructors was conducted to discover what could lead to deficit thinking in preschool to Grade 12 (P-12) schools. Findings show that instructors are using supplemental materials to cover models of disability, and further study of how instructor mindset influences course content is warranted. Discussion will include adding growth mindset, self-efficacy strategies, and unconscious bias training in educator preparation programs to further challenge deficit thinking. Additional areas for future research will also be discussed.

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