Inconsistencies and Inequities: Certification Pathways and Their Impact on Teacher Preparedness
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| Title: | Inconsistencies and Inequities: Certification Pathways and Their Impact on Teacher Preparedness |
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| Language: | English |
| Authors: | Maria B. Peterson-Ahmad (ORCID |
| Source: | School-University Partnerships. 2025 18(2):306-326. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education Elementary Education Secondary Education Early Childhood Education Preschool Education |
| Descriptors: | Teacher Certification, Preservice Teacher Education, Beginning Teachers, Career Readiness, Special Education Teachers, Regular and Special Education Relationship, Learning Disabilities, Students with Disabilities, Teacher Education Programs, Elementary School Teachers, Secondary School Teachers, Preschool Teachers |
| DOI: | 10.1108/SUP-07-2024-0013 |
| ISSN: | 1935-7125 2833-2075 |
| Abstract: | Purpose: Educator preparation programs (EPPs) have an enormous responsibility to prepare teacher candidates for the field. While some EPPs allow teacher candidates to major in either general education or special education, other candidacy programs offer dual certification options, meaning that teacher candidates will graduate with both general education and special education teaching certification. This article focuses on a study completed to determine feelings of preparedness in educator preparation with novice teachers (with up to three years of experience) working in a general or special education classroom setting from across the United States (N = 104). Statistical analyses were conducted to determine the effect of an EPP on novice teachers' preparedness to work with students with specific learning disabilities (SLD) in inclusive and/or co-taught classrooms. The results of this study suggest that novice teachers who participated in dual certification programs (both general and special education certification) entered the workforce more confident in their ability to address diverse student needs. Design/methodology/approach: This study employed a quantitative survey design to identify perceived levels of preparation among novice teachers with up to three years of teaching experience to answer how novice, general education teachers feel about their preparation to teach students with disabilities, how novice, special education teachers feel about their preparation to teach students with disabilities, and how EPPs can better support teacher candidates and novice teachers. This methodological approach was selected for its capacity to systematically collect and analyze measurable data, providing a comprehensive understanding of novice teachers' self-perceived preparedness in both general and special education settings across the United States (Creswell, 2013). Findings: Participants who completed dual certification programs felt more confident in their ability to work with students identified as at risk or with specific learning disabilities and more comfortable working in inclusion or co-teaching environments. The reported standard deviations show less average variability within the dual certification group, indicating that novice teachers who participated in a dual certification program rated their level of preparedness more similarly than survey participants who completed general education certification programs. Although participants who participated in a dual certification program consistently reported higher levels of preparedness than their general education certification program counterparts, only the difference in the level of preparedness when working with students with specific learning disabilities was found to be statistically significant. The results of this study also suggest that novice teachers who participate in certification programs that provide them with numerous opportunities to work with students with disabilities in a variety of settings enter the workforce more confident in their ability to address student needs. Research limitations/implications: A major limitation of this study was the limited sample size, including the limited number of responses included in the final data analysis. While the study had N = 104 respondents, only 64 were included in the final analysis (61.5%). Although the results of this study are meaningful, a larger sample size would be needed in order to truly explore the differences between general education, special education and dual certification programs. Another limitation to this study was the small number of participants who reported completion of a special education certification program. Although the study intended to compare the three primary certification programs, only five participants indicated that they completed special education certification programs. Of the five respondents, only one completed the survey in full. As such, this data was excluded from the final analysis. Originality/value: Investigation and consideration into the various preparation pathways (i.e. traditional and alternative) are imperative, as not all preparation experiences are equal given the variances between program types and/or state requirements. For educator preparation programs (EPPs), findings from this study underscore the importance of offering robust dual certification pathways. By integrating comprehensive training that covers both general and special education competencies, EPPs can prepare teachers to be versatile and highly skilled professionals. Such programs should emphasize culturally responsive teaching practices and evidence-based strategies to ensure that teachers are well-prepared to support diverse learners. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493208 |
| Database: | ERIC |
| Abstract: | Purpose: Educator preparation programs (EPPs) have an enormous responsibility to prepare teacher candidates for the field. While some EPPs allow teacher candidates to major in either general education or special education, other candidacy programs offer dual certification options, meaning that teacher candidates will graduate with both general education and special education teaching certification. This article focuses on a study completed to determine feelings of preparedness in educator preparation with novice teachers (with up to three years of experience) working in a general or special education classroom setting from across the United States (N = 104). Statistical analyses were conducted to determine the effect of an EPP on novice teachers' preparedness to work with students with specific learning disabilities (SLD) in inclusive and/or co-taught classrooms. The results of this study suggest that novice teachers who participated in dual certification programs (both general and special education certification) entered the workforce more confident in their ability to address diverse student needs. Design/methodology/approach: This study employed a quantitative survey design to identify perceived levels of preparation among novice teachers with up to three years of teaching experience to answer how novice, general education teachers feel about their preparation to teach students with disabilities, how novice, special education teachers feel about their preparation to teach students with disabilities, and how EPPs can better support teacher candidates and novice teachers. This methodological approach was selected for its capacity to systematically collect and analyze measurable data, providing a comprehensive understanding of novice teachers' self-perceived preparedness in both general and special education settings across the United States (Creswell, 2013). Findings: Participants who completed dual certification programs felt more confident in their ability to work with students identified as at risk or with specific learning disabilities and more comfortable working in inclusion or co-teaching environments. The reported standard deviations show less average variability within the dual certification group, indicating that novice teachers who participated in a dual certification program rated their level of preparedness more similarly than survey participants who completed general education certification programs. Although participants who participated in a dual certification program consistently reported higher levels of preparedness than their general education certification program counterparts, only the difference in the level of preparedness when working with students with specific learning disabilities was found to be statistically significant. The results of this study also suggest that novice teachers who participate in certification programs that provide them with numerous opportunities to work with students with disabilities in a variety of settings enter the workforce more confident in their ability to address student needs. Research limitations/implications: A major limitation of this study was the limited sample size, including the limited number of responses included in the final data analysis. While the study had N = 104 respondents, only 64 were included in the final analysis (61.5%). Although the results of this study are meaningful, a larger sample size would be needed in order to truly explore the differences between general education, special education and dual certification programs. Another limitation to this study was the small number of participants who reported completion of a special education certification program. Although the study intended to compare the three primary certification programs, only five participants indicated that they completed special education certification programs. Of the five respondents, only one completed the survey in full. As such, this data was excluded from the final analysis. Originality/value: Investigation and consideration into the various preparation pathways (i.e. traditional and alternative) are imperative, as not all preparation experiences are equal given the variances between program types and/or state requirements. For educator preparation programs (EPPs), findings from this study underscore the importance of offering robust dual certification pathways. By integrating comprehensive training that covers both general and special education competencies, EPPs can prepare teachers to be versatile and highly skilled professionals. Such programs should emphasize culturally responsive teaching practices and evidence-based strategies to ensure that teachers are well-prepared to support diverse learners. |
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| ISSN: | 1935-7125 2833-2075 |
| DOI: | 10.1108/SUP-07-2024-0013 |
