Deeper Learning Through Inclusion: A Case Study of One Exemplary Dual-Licensure Teacher Education Program

• In Event: Fairmont Roundtable Session Thirteen
  In Roundtable Session: Refraining Discussions of Inclusion and Justice in Teacher Education (Table 2)

Abstract

Preparing teacher candidates to foster deeper learning within school communities serving students from intersecting historically marginalized social groups calls for the development of transformative teacher education programs. In this case study of one exemplary dual certification program that creates pathways to licensure in general and special education, three approaches to developing classroom and clinical experiences that position teacher candidates to foster deeper learning through inclusive practices are identified: (1) curriculum that centers students’ intersecting social identities; (2) intentional site placements that illustrate a range of models of inclusion; and (3) spaces for ongoing inquiry and reflection. These findings hold implications for pre-service work that broadens understandings of what it means to interrupt educational equities through inclusive practices.

Author

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