Innovation to What End? Exploring the Dynamic Landscape of Texas Teacher Preparation Pathways

Autor/inn/en	Castro, Andrene J.; Edwards, Wesley
Titel	Innovation to What End? Exploring the Dynamic Landscape of Texas Teacher Preparation Pathways
Quelle	In: Education Policy Analysis Archives, 29 (2021) 63, (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Castro, Andrene J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Teacher Education Programs; Educational Innovation; Accountability; Educational Policy; Competition; Labor Market; Governance; Educational Practices; Alternative Teacher Certification; Institutional Characteristics; Enrollment Trends; Student Characteristics; Minority Group Students; Minority Group Teachers; College Graduates; Supervision; Students with Disabilities; English Language Learners; Technology Integration; Employment Level; Outcomes of Education; Teacher Persistence; Texas + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Verantwortung; Politics of education; Bildungspolitik; Wettkampf; Labour market; Arbeitsmarkt; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Bildungspraxis; Hochschulabsolvent; Hochschulabsolventin; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Beschäftigungsgrad; Lernleistung; Schulerfolg
Abstract	The teacher education and preparation marketplace is a complex mix of traditional and alternative programs. Though prior studies have identified a great deal of variation across these programs, an analysis of innovation has been limited. Drawing on theories of organizational innovation, and specifically, dimensions of innovation related to organizational structure, processes, and outcomes, we conduct an exploratory study of innovation in Texas' teacher preparation marketplace. This descriptive study of teacher preparation programs includes an analysis of state and national data across three years (2014-2017). Data also include results from a content analysis of 30 sample program websites. Although most programs met accountability requirements, we found few programs signaled innovation related to program, teacher, and workforce characteristics. Rather, we identified organizational assimilation as programs adopted similar features to remain competitive. Our analysis suggests programs should critically unpack what it means to be innovative in a dynamic and competitive teacher preparation marketplace. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01