A Multidimensional Framework Examining the Discourse of Dual-Certification Programs in Teacher Education for Inclusion

• In Event: Cultivating Multilingual Beliefs in Teacher Education: Exploring Frameworks, Pedagogies, and Instructional Approaches

Abstract

While dual certification programs hold significant transformational potential for comprehensive teacher education reform that cultivates equitable, inclusive education systems, little examination of their curricular or structural elements has occurred. Using a multidimensional framework based on four drivers of transformation (deep curriculum redesign; equity across intersecting social identity markers; sustainable structural supports; instrumentality: roles and marketability), we analyzed website discourse of the 271 self-identified dual certification programs on the 2019 Title II database to describe the extent to which they reflect such transformation. Few programs addressed all four drivers substantively; most displayed combinations of substantive and superficial treatment across drivers. 44 percent of programs did not mention equity. These data offer insight and guidance to advance robust teacher education for inclusion.

Authors

• Joyce Melissa Gomez-Najarro, California State University - Fullerton

• Marleen Carol Pugach, University of Wisconsin - Milwaukee

• Linda P. Blanton, Florida International University