How Different Are They? Comparing Teacher Preparation Offered by Traditional, Alternative, and Residency Pathways

Autor/inn/en	Matsko, Kavita Kapadia; Ronfeldt, Matthew; Nolan, Hillary Greene
Titel	How Different Are They? Comparing Teacher Preparation Offered by Traditional, Alternative, and Residency Pathways
Quelle	In: Journal of Teacher Education, 73 (2022) 3, S.225-239 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Matsko, Kavita Kapadia) ORCID (Ronfeldt, Matthew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/00224871211015976
Schlagwörter	Alternative Teacher Certification; Nontraditional Education; Teacher Education Programs; Preservice Teachers; Mentors; Student Attitudes; Teacher Attitudes; Program Effectiveness; Occupational Aspiration; Intention; Employment Qualifications; Self Concept; Experiential Learning; Program Content; Student Teaching; Readiness; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Schülerverhalten; Lehrerverhalten; Berufsneigung; Berufsziel; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Selbstkonzept; Experiental learning; Erfahrungsorientiertes Lernen; Programmgestaltung; Teaching practice; Unterrichtspraxis
Abstract	Nontraditional teacher preparation pathways were designed to offer different forms of preparation meant to attract different populations of teachers; however, prior literature suggests they may not provide as much of an alternative as initially intended. Drawing on surveys of nearly 800 preservice student teachers and their mentor teachers, we offer a descriptive overview comparing traditional, alternative, and residency pathways preparing teachers in Chicago Public Schools. Our study provides evidence that nontraditional forms of teacher preparation in Chicago do indeed provide unique routes of entry into the profession. We find substantive differences in the kinds of preparation that these pathways offer, including features of preparation such as program and student teaching duration and methods course load, which are often assumed to differ. We also find differences in features not historically studied including mentor characteristics and experiences, types of mentoring provided, and supports received by mentors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01