ABSTRACT Online teacher education is experiencing significant growth worldwide. One of the major challenges accompanying this growth is that many teacher educators find themselves underprepared and under pressure to design online teacher education courses that reflect their beliefs about what constitutes high-quality teacher preparation practice. Further, teacher educators in disciplines such as special education face additional challenges in developing understandings about the legalities of writing and implementing disability service plans and performing additional testing. In this self-study of online special education teacher education practice, two collaborators worked to identify strategies and practices for professional community building in a class about teaching reading to students with disabilities. The findings highlight issues of teacher educator authority and presence online against other needs to model collegiality and promote scholarly thinking. Researchers in online teaching may find insight into both the cognitive and contextual concerns as they work to enhance online teacher education while they plan their own investigations.

中文翻译：

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社区，走向对话：特殊教育在线教师准备的自学

摘要在线教师教育在世界范围内正在显着增长。随之而来的主要挑战之一是，许多教师教育者发现自己在准备网上老师教育课程方面准备不足，并承受着压力，这些课程反映出他们对构成高质量老师准备实践的信念。此外，诸如特殊教育等学科的教师教育者在发展对编写和实施残疾服务计划的合法性的理解以及执行额外的测试方面面临着更多的挑战。在此在线特殊教育教师教育实践自我研究中，两名合作者共同努力，在有关向残疾学生教授阅读的课程中，确定了专业社区建设的策略和实践。调查结果突出了教师教育者权威和在线存在的问题，以及其他需要建立大学模型和促进学术思维的需求。在线教学中的研究人员在计划自己的调查工作的同时，他们会努力提高在线教师的教育水平，从而可以洞悉认知和情境方面的知识。