The Role of Content Knowledge in Mathematics Teacher Preparation: A Study of Traditional and Alternative Teacher Preparation in Texas

Autor/inn/en	Schmidt, William H.; Burroughs, Nathan A.; Houang, Richard T.; Cogan, Leland S.
Titel	The Role of Content Knowledge in Mathematics Teacher Preparation: A Study of Traditional and Alternative Teacher Preparation in Texas
Quelle	In: Journal of Teacher Education, 71 (2020) 2, S.233-246 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487118805989
Schlagwörter	Teacher Certification; Knowledge Level; Mathematics Teachers; Alternative Teacher Certification; Beginning Teachers; Teacher Education; College Entrance Examinations; Educational Quality; Social Differences; Teaching Methods; Teacher Placement; Scores; Teacher Characteristics; Disadvantaged Schools; Instructional Program Divisions; Texas; SAT (College Admission Test); ACT Assessment + Suchen Sie Ihr Suchwort? Wissensbasis; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Lehrerausbildung; Lehrerbildung; Aufnahmeprüfung; Quality of education; Bildungsqualität; Sozialer Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Employing data from a stratified random survey of newly certified teachers in Texas, we compare the mathematical content preparation of traditional teacher program graduates with graduates of alternative programs. We find that graduates of traditional programs have statistically significantly higher content preparation even when taking precollege preparation into account. These findings were consistent across different types of alternative programs. Alternatively certified teachers reported higher college entrance exam scores in mathematics, but this was statistically significant only for Grades 4 to 8. After merging survey results with NCES (National Center for Education Statistics) data about the schools at which teachers were employed, we found similar demographic characteristics between the two types of teachers--alternatively certified teachers were not more likely to teach in disadvantaged schools. Finally, while the content preparation of teachers was consistent across types of schools, teachers in disadvantaged schools tended to have lower SAT and ACT scores for both alternatively and traditionally prepared teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01