"I Don't Think I'm the Right Person For That": Theoretical and Institutional Questions about a Combined Credential Program

Abstract

This qualitative study explores the relationship between state licensure and preservice teachers' pedagogical and theoretical boundaries pertaining to elementary education, mild/moderate disabilities, and moderate/severe disabilities. It uses data from interviews with 18 preservice teachers after one year in a combined (elementary and special education) credential program. Findings indicate views about the students preservice teachers are willing to teach relate to concerns about control over disabled bodies, pity about the perceived limitations of disabled students, and issues of teacher and student responsibility. These findings map onto state level divisions in teacher credentialing. The findings in this paper lead to implication for teacher preparation, policy development and hopes for inclusive practices.