Comparison of Two Alternative Approaches to Quality STEM Teacher Preparation: Fast-Track Licensure and Embedded Residency Programs

Autor/inn/en	Mentzer, Gale A.; Czerniak, Charlene M.; Duckett, T. Ryan
Titel	Comparison of Two Alternative Approaches to Quality STEM Teacher Preparation: Fast-Track Licensure and Embedded Residency Programs
Quelle	In: School Science and Mathematics, 119 (2019) 1, S.35-48 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12314
Schlagwörter	STEM Education; Alternative Teacher Certification; Science Teachers; Teacher Persistence; Teacher Education Programs; Comparative Analysis; Self Efficacy; Preferences; Inquiry; Active Learning; Student Behavior; Behavior Problems + Suchen Sie Ihr Suchwort? STEM; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Aktives Lernen; Student behaviour; Schülerverhalten
Abstract	Alternative pathways to teaching licensure were developed to address teacher shortages. These programs differ widely, making it difficult to generalize the effects. This study compares the impact of two alternative licensure programs on the development of fundamental elements of science teacher preparation and persistence. The fast-track programs include a 6-month teacher preparation program and a one-year residency teacher preparation program. The study concluded that licensure type was unassociated with the impact on teaching self-efficacy, beliefs about teacher-focused/student-focused teaching, preferences for inquiry instructional practices, and experiences with student misbehavior. However, the study revealed that licensure type was associated with a number of other variables: residency students had more confidence in their ability to provide quality instruction; preferred inquiry-based instruction more often; and may be better prepared for the high-needs classroom. Those in the 6-month program were more likely to score higher on practical versus theoretical approaches to teaching, and while they had a more realistic idea of how to measure success in the high-needs classroom, the residency students had more knowledge of educational theory and how to apply it. Findings suggest that more traditionally licensed teachers may be more inclined to use inquiry-based methods suggested in current reforms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01