Exploring the Structure and Benefits of an Integrated Yearlong Dual Certification Student Teaching Internship

Autor/inn/en	Kervick, Colby T.; Jenkins, Emma; Swindlehurst, Kelly A.
Titel	Exploring the Structure and Benefits of an Integrated Yearlong Dual Certification Student Teaching Internship
Quelle	In: Teacher Educator, 55 (2020) 2, S.165-189 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kervick, Colby T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2019.1633001
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Berufspraktische Ausbildung; Bildungsertrag; Allgemein bildendes Schulwesen; Allgemeinbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Grundschule; Volksschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulpersonal; Lehrerverhalten; Analogiemodell; Werturteil
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01