Front End to Back End: Teacher Preparation, Workforce Entry, and Attrition

Autor/inn/en	Goldhaber, Dan; Krieg, John; Theobald, Roddy; Goggins, Marcelle
Titel	Front End to Back End: Teacher Preparation, Workforce Entry, and Attrition
Quelle	In: Journal of Teacher Education, 73 (2022) 3, S.253-270 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Krieg, John) ORCID (Theobald, Roddy) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/00224871211030303
Schlagwörter	Preservice Teacher Education; Student Teachers; Student Teaching; College Graduates; Employment Potential; Teacher Selection; Teacher Persistence; Probability; Elementary Schools; Secondary Schools; Teacher Placement; Washington + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Hochschulabsolvent; Hochschulabsolventin; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Elementary school; Grundschule; Volksschule; Sekundarschule
Abstract	We use a database of over 15,000 teacher candidates from 15 teacher education programs in Washington state to investigate the connections between specific teacher preparation experiences and the likelihood that these candidates enter and stay in the state's public teaching workforce. As has been found in prior research, candidates with endorsements in hard-to-staff subjects like math and special education are more likely to enter the public teaching workforce than other candidates. We also find large differences in hiring rates over time, as candidates who graduated in the years prior to and during the Great Recession are far less likely to be hired than candidates in recent years. Finally, teacher candidates hired into the same school type (elementary, middle, or high school) or into schools and classrooms with similar student demographics as their student teaching placement are more likely to stay in the teaching workforce than candidates who experience less alignment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11