Intersectional Agility in Teacher Education: Critical Reflections on Co-Teaching in an Integrated Dual-Credential Program

• In Event: Teacher Agency for Critical Consciousness

Abstract

This paper argues that teacher education programs have a role to play in dismantling rigid and often unquestioned practices that segregate learners with disabilities from mainstream learning environs. This position is predicated upon a case study analysis of co-teaching strategies that emerged within the context of developing and teaching two new courses in an integrated dual credential program (general and special education) in our department. Construction and analysis of these cases reveal eight cross-cutting principles that serve as a framework for a praxis of desegregation in teacher education programs and K-12 settings and as a set of constructs for evaluating teacher training impact.

Authors

• James Fabionar, University of San Diego

• Suzanne Stolz, University of San Diego