In the 2010 issue of Teacher Education and Special Education (TESE), Sindelar and colleagues examined the current status of research on special education teachers and outlined future work necessary to improve the special education teacher workforce. In this article, the authors focus explicitly on Sindelar and colleagues’ charge to increase the quality of research on teacher education. They begin the article by conducting a literature review of all articles published in TESE from 2010 to 2019, examining papers focused on advancing theory, measurement, and practice in teacher education. They compare patterns in the research to the broader teacher education literature captured in seven special and teacher education journals. They conclude by discussing needs of the field going forward and provide some thoughts about how we might address those needs through a comprehensive research agenda—one that articulates a vision for how we might develop teaching quality at the intersection of general and special education.

在2010年的《教师教育与特殊教育》（TESE）中，Sindelar及其同事研究了特殊教育教师的研究现状，并概述了未来需要改进特殊教育教师队伍的工作。在本文中，作者明确地关注Sindelar及其同事为提高教师教育研究质量而承担的责任。他们通过对TESE中发表的所有文章进行文献综述来开始本文从2010年到2019年，考试论文侧重于在教师教育中推进理论，测量和实践。他们将研究模式与七种特殊和教师教育期刊中涵盖的更广泛的教师教育文献进行了比较。他们最后讨论了该领域的需求，并就如何通过全面的研究议程满足这些需求提出了一些想法-阐明了我们如何在普通教育和特殊教育的交汇点提高教学质量的愿景。