Literaturnachweis - Detailanzeige
| Autor/inn/en | Goldhaber, Dan; Krieg, John M.; Theobald, Roddy |
|---|---|
| Institution | National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research |
| Titel | Re-Thinking the Geography of Student Teaching Placements in a Post-COVID World. Opinion Brief. CALDER Policy Brief No. 22-0221 |
| Quelle | (2021), (5 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Public School Teachers; Student Teachers; Student Teaching; Teacher Placement; Teacher Selection; Rural Schools; Disadvantaged Schools; COVID-19; Pandemics; Apprenticeships; Geography; Proximity |
| Abstract | The overwhelming majority of public school teachers enter the teaching profession only after completing an apprenticeship as a student teacher. A growing body of research demonstrates how important the student teaching experience, also known as clinical practice, is for developing teaching capacities and shaping teacher career paths. But recent evidence also points to the broader ramifications of student teacher placements for teacher hiring and staffing challenges, particularly in rural and disadvantaged schools. In this piece, we summarize the connections between student teaching and the problems that some districts and schools face in staffing teaching positions. We argue that pandemic-induced changes to student teaching can be leveraged to address these longstanding issues in the teacher pipeline. (As Provided). |
| Anmerkungen | National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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