Search results for: Alternate route programs
Page 1/2 11 items
A comparison of population and employment projections shows the gap between teacher supply and demand growing through 2025. Alternative certification programs (ACPs) were created to increase teacher production, but research on who selects ACPs versus traditional preparation programs (TPPs) shows mixed results as does research on new teacher attrition. Analyzing employment and preparation data for over 225,000 new teachers (56% ACP), the authors found male and teachers of color were more likely to be ACP prepared. Using survival analysis, they found TPP teachers were significantly more likely to remain in the classroom than ACP teachers. They also found that teachers of color were more likely to stay teaching after accounting for preparation differences, and Latinx teachers from traditional preparation programs were most likely to stay teaching.
Updated: Apr. 17, 2021
The Development of Teachers’ Visions from Preservice into their First Years Teaching: A Longitudinal Study
This study describes the visions of nine teachers over the course of seven years. The results highlight how the teachers articulated clear visions for their students that focused on helping them become motivated, successful, lifelong learners, and these teachers designed their instruction and classroom environments to support their visions. The authors found, however, these teachers encountered far more obstacles to enacting their visions than they did affordances for working toward them.
Updated: Oct. 14, 2018
This research aimed to examine the profiles of the candidates who had applied to the alternative retraining programs at the selected college. The study then would compare them with those candidates who had been accepted onto the traditional programs. The authors found that the alternative programs attracted students with an academic and personal profile different from the one that characterizes students in the traditional teacher retraining programs. In all three alternative programs, the number of students with advanced postgraduate degrees was significantly higher than the number of students with advanced degrees in the traditional programs.
Updated: Sep. 26, 2017
In this article, the author is talking about non-formal education. The goals, content, methods of teaching, ways of achievement measuring, and all the other aspects of non-formal education can differ widely. Also, teachers working in non-formal education can be very different from each other from many aspects, e.g., the training they got before starting any type of non-formal teaching. They can also be different if they had or still have any experience in mainstream education ('schooling'). We should pay much more attention to non-formal education than we did typically, i.e., without thinking that non-formal education would be better than formal education or the opposite. They are different, but based on the same roots. There are dozens of crucial issues such as What kinds of knowledge can be constructed in non-formal education?
Updated: Sep. 10, 2017
This article examines the written narratives and poetry of new teachers in two different pathways into teaching to deepen our knowledge about how teachers construct a professional identity, to further understand the role of narrative and inquiry in teacher learning, and to add to conversations about the design of teacher preparation programs. An analysis of the teachers’ narratives reveals that their professional identities were shaped by their membership in a range of knowledge communities, including the Narrative Writing Group and also their schools, network of friends, and the preparation programs. The narratives of professional identity development were shaped in relationship to other people, including mentor teachers and students.
Updated: Mar. 07, 2016
Feelings of Preparedness Among Alternatively Certified Teachers: What is the Role of Program Features?
This study examines the extent to which program features relate to new teacher feelings of preparedness. The final sample of approximately 1,690 1st-year teachers included the teachers who had pursued either the traditional route or the alternative route. The findings reveal that alternatively certified teachers are found to feel somewhat less well prepared than traditionally certified teachers. The results also show that 1st-year teachers who have fewer types of education coursework and shorter field experiences feel less well prepared than teachers whose pedagogical preparation is more complete.
Updated: Jul. 08, 2013
In this article, the authors present a series of guidelines intended to assist teacher educators in the development of alternative route (AR) programs. These guidelines, presented within the context of best practices in teacher education, relate directly to what is known about the characteristics of successful AR programs as well as the participants who access these programs.
Updated: May. 11, 2009
In this article the authors analyze the mentoring of an alternate route beginning teacher to better understand mentoring practices in alternative licensure programs and to identify how such programs might more effectively mentor this growing population of teachers. The analysis highlights the promise of mentor teams for supporting beginning teachers in alternate route programs.
Updated: Nov. 10, 2008
Exploring the Relationship between Certification Sources, Experience Levels, and Classroom Management Orientations of Classroom Teachers
This article explores classroom management – learning, social interaction and student behavior. It examines the relationship between the sources of teachers' certification, teachers' experience levels and teachers' classroom management techniques. Findings indicate that teachers with traditional certification and many years of experience exhibit less control over the children's classroom activities than those with alternative certification and novel approaches to education.
Updated: May. 27, 2008
The article discusses changes to teacher education programs due to the growth of alternative route programs, the development of corporate professional development programs and the entrance of for-profit institutions to the market for higher education. Although challenges to social justice have been discussed, their relationships to the other alterations have not yet been explored.
Updated: Jan. 02, 2008