Accepting Educational Responsibility: Moving Toward Inclusive Teacher Preparation

• In Event: Innovations in Teacher Education

Abstract

The purpose of this study was to examine how teacher preparation programs in California are accepting educational responsibility to meet the 2018 mandate from the California Commission on Teacher Credentialing (CTC) to create one inclusive teacher preparation system. The state mandate requires Institutes of Higher Education (IHEs) to implement a common set of knowledge and skills for all teachers to meet the diverse needs of TK-12 students. This study shares findings from surveys sent to teacher education faculty at 53 major teacher education programs throughout California (n=1,323). Data analysis revealed that teacher educators continue to grapple with the following areas: a) breaking down siloed structures ), b) building a shared vision for teacher education, and c) time and resources.

Authors

• Trisha Sugita, Chapman University

• Anne J. Steketee, Millikin University