Intersectional Agility in Teacher Education: Critical Reflections on Co-teaching in an Integrated Dual Credential Program

Abstract

This chapter brings the educational needs of students with disability from the margins to the mainstream by arguing that teacher education programs have a role to play in dismantling rigid and often unquestioned practices that segregate learners with disabilities from mainstream learning environments. This position is predicated upon a case study analysis of co-teaching strategies that emerged within the context of developing and teaching two new courses in an integrated dual credential program (general and special education) in our department. Construction and analysis of these cases reveal eight cross-cutting principles that serve as a framework for a praxis of desegregation in teacher education programs and K-12 settings and as a set of constructs for evaluating teacher training impact.

Citation

Fabionar, J.O. and Stolz, S. (2021), "Intersectional Agility in Teacher Education: Critical Reflections on Co-teaching in an Integrated Dual Credential Program", Lalas, J.W. and Strikwerda, H.L. (Ed.) Minding the Marginalized Students Through Inclusion, Justice, and Hope (International Perspectives on Inclusive Education, Vol. 16), Emerald Publishing Limited, Leeds, pp. 173-190. https://doi.org/10.1108/S1479-363620210000016010