Nuancing Teacher Education for Inclusion: An Inquiry Into the Purposes and Practices of Dual Certification

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: Division K - Teaching and Teacher Education Virtual Poster Session

Abstract

Preparing teachers for inclusive practice to transform education for struggling students constitutes a continuing challenge globally. This study, the third in a program of research on teacher education for inclusion in the US, builds upon two prior studies of the mediated website discourse of pre-service programs designed intentionally to prepare candidates for inclusive practice—commonly referred to as “dual certification.” In this study we conducted surveys and interviews of dual certification program coordinators to document program purposes and practices. Findings suggest purposes and practices vary widely, and do not represent a unitary endeavor to support the transformational aspirations of dual certification. Across nearly all programs, the weakest curricular redesign efforts relate to addressing the intersectional identities of multiply marginalized students.

Authors

• Joyce M. Gomez-Najarro, California State University - Fullerton
  Presenting Author

• Marleen Carol Pugach, University of Wisconsin - Milwaukee
  Presenting Author

• Linda P. Blanton, Florida International University
  Presenting Author