Literaturnachweis - Detailanzeige
| Autor/inn/en | Harris, Steven A.; Camp, William E.; Adkison, Judith |
|---|---|
| Titel | New Structures and Approaches for Teacher Preparation: Do They Make a Difference in Teacher Retention? |
| Quelle | (2003), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Alternative Teacher Certification; College School Cooperation; Elementary Secondary Education; Employment Patterns; Faculty Development; Higher Education; Partnerships in Education; Preservice Teacher Education; Program Effectiveness; Teacher Persistence; Teacher Shortage |
| Abstract | Low initial employment rates and high attrition among teachers are factors recognized as major contributors to the national teacher shortage. This research compared the effectiveness of three teacher preparation methods used in Texas: alternative certification programs (ACPs), Centers for Professional Development and Technology (CPDTs), and traditional certification programs (TCPs) in addressing the teacher shortage. Researchers examined the employment records of those teachers who completed training in 1995 through a period of 5 academic years. Results indicate that significant differences exist in initial employment and attrition records between the preparation programs, meaning that each program contributes in a unique way to exacerbating the shortage. While a greater proportion of ACP completers were employed in the first year, they left the profession at higher rates than the other completers. Results also indicate that the TCP is the most effective in preparing teachers who remain in the profession over time. The authors suggest that implications of these findings should be discussed by program providers in the context of: how well each approach addresses the teacher shortage, why the impact of the programs appears to vary over time, and what factors cause the noted differences). (Contains 18 references. (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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