Portraying Teacher Education for Inclusion: An Analysis of the Institutional Discourse of Dual Certification Programs

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 te...

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Bibliographic Details
Published inEducational researcher Vol. 52; no. 6; pp. 327 - 338
Main Authors Gomez-Najarro, Joyce, Pugach, Marleen C., Blanton, Linda P.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.08.2023
American Educational Research Association
Subjects
Certification
Disability
Discourse Analysis
Educational Change
Educational Practices
Elementary Secondary Education
Higher education
Inclusion
Inclusive education
Institutional discourse
Intersectionality
Special Education
Special Education Teachers
Teacher Certification
Teacher education
Teacher Education Programs
Teaching Methods
Web Sites
Websites
diversity
educational reform
teacher education/development
collaboration
discourse analysis
disability studies
inclusion, intersectionality, qualitative research
certification/licensure
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Summary: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.
ISSN:0013-189X
1935-102X
DOI:10.3102/0013189X231156593