From Teacher Candidate to Inclusive Educator: A Conceptual Framework for Training Teacher Candidates to Support Emergent Bilingual Students and Students with Disabilities in Inclusive Classrooms

Abstract

This manuscript describes a conceptual framework for preparing teacher candidates to be effective inclusive educators for emergent bilingual students and students with disabilities. The manuscript aligns with the journal theme by emphasizing the importance of supporting teacher candidates in their development as inclusive educators. Based on the shared characteristics of two research-based approaches, the Sheltered Instruction Observation Protocol (SIOP) model (Echevarria et al., 2018) and the high-leverage practices for inclusive education (HLP) framework (McLeskey et al., 2019), the authors present a lesson plan model that helps teacher candidates integrate research-based practices into teaching and learning opportunities during their clinical teaching.