Creating Teacher Education Programs to Solve the Teacher Shortage

Autor/in	Holcomb-McCoy, Cheryl
Titel	Creating Teacher Education Programs to Solve the Teacher Shortage
Quelle	In: Childhood Education, 99 (2023) 2, S.72-78 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2023.2185049
Schlagwörter	Preservice Teacher Education; Teacher Shortage; High School Students; Dual Enrollment; Student Financial Aid; Scholarships; Career Development; Mentors; Coaching (Performance); Transitional Programs; Faculty Mobility; Inclusion; College Credits; Credentials; College School Cooperation; District of Columbia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehrermangel; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Doppelstudium; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Scholarship; Stipendium; Berufsentwicklung; Inklusion; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Studienbuch
Abstract	American University (AU), developed the Teacher Pipeline Program (TPP), where District of Columbia's (DC) high school students can earn college credit in education (i.e., dual enrollment) and a Child Development Associate (CDA) credential. If they become Teaching Fellows, they can apply the college credit to their undergraduate program of study. And they can use their CDA credential to work in early childhood settings. Teaching Fellows also receive full scholarships and teaching positions (with coaching) upon completion of their undergraduate degree program. Again, the overarching goal of the program is to create "earning" opportunities for pre-service teachers to help relieve their financial burdens as they complete their preparation for the profession. The TPP has proven promising because of the following four critical factors: (1) financial and career support; (2) ongoing mentoring and coaching; (3) seamless transitions; and (4) supportive and inclusive community. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01