Advancing Research on the Meaning of Dual Certification in General and Special Education: An Autoethnographic Approach

• In Event: Poster Session 3
  In Poster Session: Expanding What We Know About Alternative Certification Programs

Abstract

In response to the persistent low achievement of students with disabilities, a rapidly expanding teacher education policy is dual licensure in general and special education. Little is known about the extent to which graduates of dual certification programs are comfortable assuming the joint role of special and general educator. Using autoethnographic methods, this study explores how attaining dual certification early in the careers of two senior teacher educators contributed to their identities for working across special and general education. The results shift the focus of research on dual certification from program descriptions and suggest ways to conceptualize this policy from the perspective of crossing borders between special and general education, assuring that dually certified teachers are comfortable living bordered lives.

Authors

• Marleen Carol Pugach, University of Southern California

• Linda P. Blanton, Florida International University