Literaturnachweis - Detailanzeige
| Autor/inn/en | Gomez-Najarro, Joyce; Pugach, Marleen C.; Blanton, Linda P. |
|---|---|
| Titel | Portraying Teacher Education for Inclusion: An Analysis of the Institutional Discourse of Dual Certification Programs |
| Quelle | In: Educational Researcher, 52 (2023) 6, S.327-338 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-189X |
| DOI | 10.3102/0013189X231156593 |
| Schlagwörter | Inclusion; Teacher Education Programs; Teacher Certification; Web Sites; Teaching Methods; Databases; Special Education Teachers; Educational Practices; Discourse Analysis; Intersectionality; Educational Change; Elementary Secondary Education |
| Abstract | Dual certification programs are proliferating as the principal means of preparing teachers for inclusive practice. Drawing on the 1,408 university-based teacher education programs on the 2019 Title II database, we examined the institutional website discourse for every program offering prospective teachers the opportunity to earn a general and special education license. One-quarter of these websites reflected discourse conveying inclusion as a reform, transformational, and equity strategy for teaching; three-quarters limited discourse to the practical benefit of earning two licenses, absent any elaboration regarding inclusive teaching. This raises questions regarding whether these programs serve a robust reform function in orienting prospective teachers to inclusive practice or instead a transactional function that maintains the traditional binary relationship between general and special education. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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