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Designing a Dual Licensure Path for Middle Childhood and Special Education Teacher Candidates

Designing a Dual Licensure Path for Middle Childhood and Special Education Teacher Candidates

Virginia F. McCormack, Marlissa Stauffer, Kate Fishley, JoAnn Hohenbrink, John R. Mascazine, Ted Zigler
ISBN13: 9781522530688|ISBN10: 1522530681|EISBN13: 9781522530695
DOI: 10.4018/978-1-5225-3068-8.ch002
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MLA

McCormack, Virginia F., et al. "Designing a Dual Licensure Path for Middle Childhood and Special Education Teacher Candidates." Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs, edited by Drew Polly, et al., IGI Global, 2018, pp. 21-36. https://doi.org/10.4018/978-1-5225-3068-8.ch002

APA

McCormack, V. F., Stauffer, M., Fishley, K., Hohenbrink, J., Mascazine, J. R., & Zigler, T. (2018). Designing a Dual Licensure Path for Middle Childhood and Special Education Teacher Candidates. In D. Polly, M. Putman, T. Petty, & A. Good (Eds.), Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs (pp. 21-36). IGI Global. https://doi.org/10.4018/978-1-5225-3068-8.ch002

Chicago

McCormack, Virginia F., et al. "Designing a Dual Licensure Path for Middle Childhood and Special Education Teacher Candidates." In Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs, edited by Drew Polly, et al., 21-36. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3068-8.ch002

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Abstract

This chapter focused on identifying ways to merge education courses and field hours to create a new dual licensure pathway for Middle Childhood Education and Special Education. The purpose was to adapt two programs to unify the competencies, dispositions, and collaborative practices of each program into one program producing highly effective teacher candidates with a dual license in Middle Childhood Education and Special Education. Attention was given to the importance of educating more teacher candidates with the capacity to meet the needs of all learners with an emphasis on those with exceptionalities and disabilities. The key implications and advantages of the effectiveness of combining a Middle Childhood and Special Education teaching license were apparent in the response from district office personnel, teachers, teacher candidates, and university faculty.

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