ERIC Number: EJ1248714
Record Type: Journal
Publication Date: 2020
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0887-8730
EISSN: EISSN-1838-8101
Exploring the Structure and Benefits of an Integrated Yearlong Dual Certification Student Teaching Internship
Colby T. Kervick; Emma Jenkins; Kelly A. Swindlehurst
Teacher Educator, v55 n2 p165-189 2020
Many teacher preparation programs offering dual certification have engaged in program redesign to establish greater integration between general education and special education. This article presents findings from an exploratory case study that examined the perspectives of former preservice teacher candidates and school personnel regarding an integrated yearlong dual certification internship. Findings indicated research participants (a) placed value on the breadth and authenticity of the experience; (b) built deep relationships with students and staff that contributed to building confidence; and (c) felt the structure and impact of the model yielded positive outcomes for both the school and for preservice teacher candidates. Implications for practice include suggestions for how teacher preparation programs might move toward integrated models of dual certification teacher preparation and explore the importance of clinically rich partnerships that benefit both preservice teacher candidates and field sites.
Descriptors: Student Teaching, Internship Programs, Educational Benefits, Teacher Certification, Preservice Teachers, General Education, Special Education, Preservice Teacher Education, College School Cooperation, Elementary Schools, Career Readiness, Urban Schools, School Personnel, Teacher Attitudes, Models, Program Length, Value Judgment
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
WWC Study Page: https://ies.ed.gov/ncee/wwc/study/90673