Source: European Journal of Teacher Education, Volume 30, Issue 1 February 2007, pages 21 - 40
Findings are synthesized from six evaluation studies of alternative teacher certification programs introduced in the Netherlands between 2000 and 2005. The available evidence raises concerns about the feasibility of accelerated workplace learning for aspiring teachers. Intake assessments amounted mostly to selection procedures, while less attention was paid to advising candidates. In candidates' workplace learning, work often overrode learning. They received little mentoring and were offered few opportunities to qualify themselves in all basic aspects of teaching.
Conclusions and recommendations regarding the development of alternative teacher education are formulated on the basis of five quality standards for teacher education.