Teacher Preparation Pathways: Differences in Program Selection and Teacher Retention

Autor/inn/en	Van Overschelde, James P.; Wiggins, Afi Y.
Titel	Teacher Preparation Pathways: Differences in Program Selection and Teacher Retention
Quelle	In: Action in Teacher Education, 42 (2020) 4, S.311-327 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2019.1656116
Schlagwörter	Teacher Education Programs; Alternative Teacher Certification; Teacher Persistence; Faculty Mobility; Teacher Employment; Teacher Shortage; Teacher Characteristics; Beginning Teachers; Gender Differences; Racial Differences; Minority Group Teachers; Hispanic Americans; Disproportionate Representation; Public Schools; Charter Schools; Elementary Secondary Education; Texas + Suchen Sie Ihr Suchwort? Lehrermangel; Junior teacher; Junglehrer; Geschlechterkonflikt; Rassenunterschied; Hispanic; Hispanoamerikaner; Public school; Öffentliche Schule; Charter school; Charter-Schule
Abstract	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), we found male and teachers of color were more likely to be ACP prepared. Using survival analysis, we found TPP teachers were significantly more likely to remain in the classroom than ACP teachers. We 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01