Promoting Change within Special Education Teacher Preparation Program: A Collision of Needs

Journal of Culture and Values in Education

View Publication Info
 
 
Field Value
 
Title Promoting Change within Special Education Teacher Preparation Program: A Collision of Needs
 
Creator More, Cori M
Rodgers, Wendy J
 
Description The United States is experiencing a systemic teacher shortage (Sutcher et al., 2016). This trend is not new to the field of special education, which has been experiencing teacher shortages for decades (Boe, 2006; McLeskey & Billingsley, 2008; U.S. Department of Education, 2020). To address these critical shortages of teachers in the field, states have created Alternative Routes to Licensure (ARL) options, which are commonly seen as non-traditional approaches to gaining teaching credentials. Although the disruptive practice of ARL is already in place, the evidence to support its effectiveness is not. This paper explores the experiences of junior faculty members working as agents of change by disrupting one special education department’s ARL program. Emphasis is given to the system supports in place to change the ARL and existing systemic barriers to these changes at the department, college and university levels. Additionally, structures which aided or hindered completing programmatic work from the perspective of the untenured faculty members are also discussed.
 
Publisher Journal of Culture and Values in Education
 
Date 2020-06-04
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
 
Format application/pdf
 
Identifier https://cultureandvalues.org/index.php/JCV/article/view/76
10.46303/jcve.03.01.7
 
Source Journal of Culture and Values in Education; Vol 3 No 1 (2020): Journal of Culture and Values in Education; 104-119
2590-342X
 
Language eng
 
Relation https://cultureandvalues.org/index.php/JCV/article/view/76/42
 
Rights Copyright (c) 2020 Journal of Culture and Values in Education
 

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