Increasing Diversity in Teacher Candidates: An Oregon Model Using a Community College Pathway into Teacher Education

Autor/in	Monto, Cecelia
Titel	Increasing Diversity in Teacher Candidates: An Oregon Model Using a Community College Pathway into Teacher Education
Quelle	In: Community College Journal of Research and Practice, 45 (2021) 1, S.54-64 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2019.1640144
Schlagwörter	Community Colleges; Preservice Teacher Education; Diversity (Faculty); Hispanic American Students; Bilingual Students; Access to Education; Alignment (Education); Articulation (Education); Bilingual Teachers; Student Leadership; Preservice Teachers; Outreach Programs; Minority Group Students; Caring; Program Effectiveness; Oregon + Suchen Sie Ihr Suchwort? Community college; Community College; Lehramtsstudiengang; Lehrerausbildung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Education; Access; Bildung; Zugang; Bildungszugang; Articulation; Artikulation (Ling); Artikulation; Aussprache; Studentenwerk; Jobcoaching; Care; Pflege; Sorge; Betreuung
Abstract	The need to diversify the teaching workforce is well documented. However, there are few resources outlining specific models to carry out this work, and even fewer examples that describe a community college academic pathway into teacher education. Because community colleges serve a high percentage of diverse students, a community college pathway into teaching represents a promising approach for increasing the diversity of the teaching workforce. This paper outlines an Oregon community college pathway into teacher education that is successfully adding diverse teachers to the Pacific Northwest region's education workforce. This paper describes a model that other institutions may want to replicate, either wholly or in part. The paper describes a set of interrelated strategies designed to support all students, with specific approaches that encourage diverse student populations. Though this paper focuses on bilingual Hispanic students, the model could be tailored to unique community college demographics in other regions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01