Dual Certification in General and Special Education: What Is the Role of Field Experience in Preservice Teacher Preparation?.

Preservice Teacher PreparationTo prepare new teachers to embark on a journey into the world of teaching, it is imperative to provide them with the most critical information that will contribute to their potential as highly effective teachers (Imig & Imig, 2006). The purpose of this study was to determine how undergraduate elementary teacher education candidates adapted to a new curriculum leading to recommendation for both K-6 general and special education certification. Teacher preparation programs offer structured opportunities for preservice teachers to complete a rigorous initial phase of learning (Feiman-Nemser, 2003) that will equip them with the knowledge, skills, and experiences necessary for teaching students with different needs (Cooper, Kurtts, Baber, & Vallecorsa, 2008; Richards, 2010). Generally, new teachers learn and acquire content knowledge; study the learning process and students' cultural backgrounds; and learn how to plan, instruct, and assess students' learning needs. Once they begin teaching, however, new teachers are faced with numerous challenges for which they may not be prepared.A concerted effort by colleges of education is required to meet these challenges. Moreover, it is also important to consider that typical elementary classrooms are filled with students who have an array of learning skills, academic achievements, physical challenges, and social variations. Thus, a one-size-fits-all approach to teaching will not work (Stotsky, 2006). Too many teacher education programs prepare beginning teachers for a classroom of homogenous students that simply does not exist. Today's schools have classrooms full of diverse students with different cultural backgrounds and a variety of needs, and while these programs may prepare teachers to reach some students successfully, they fall woefully short in preparing teachers to reach all students.Preservice Teacher DevelopmentIt is important that preservice teachers develop the skills and strategies to ensure that students of all ability levels achieve success in the classroom (Cooper, et al., 2008; Gay, 2002). There is unanimous agreement among educators that in order to be an effective teacher, one must be a master of content knowledge and pedagogical skills. An important part of this knowledge is the understanding of the different cultural characteristics and needs of every learner in the classroom. It is the responsibility of teacher preparation programs to help new teachers begin their teaching careers capable of embracing those cherished moments that happen when students ask deep, thoughtful questions that prove the academic content has triggered a connection with a real-world event (Imig & Imig, 2006).Imig and Imig (2006) consider teacher development as having two basic options: the just and unjust. The "just" path is where the teacher and students are connected through learning. The new teacher is teaching the students valuable and meaningful information while learning with them and embracing the notion that both parties are teachers and learners. Though the "just" path recognizes the value of standards-based instruction, the value of student interests is also considered. Teachers on this path work to keep educational gains tightly connected to student engagement. Arguably as important, the just path allows teachers to be agents of change as today's classrooms are constantly evolving with students of varying needs and abilities. A new teacher must be able to adjust continuously to meet the individual needs of each student.The "unjust" path is, unfortunately, commonplace for far too many new teachers (Imig & Imig, 2006). Here, teachers do not grow and thrive along with their students. Teachers on the unjust path are often overwhelmed by challenges that arise and are unable to meet the needs of their students. Rather, they tend to shift into survival mode and give their students' recited facts and information without motivating or inspiring them to higher levels of learning. …