NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ893562
Record Type: Journal
Publication Date: 2010
Pages: 26
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-1547-688X
Student Perspectives on Transfer and Articulation: Implications for Teacher Education Pedagogy and Practice
Kates, Laura R.
New Educator, v6 n1 p30-55 2010
This study introduces students' perspectives into the knowledge base on community college teacher education and transfer to the four-year college. There is currently widespread agreement that community colleges are an essential resource for diversifying the teaching force and improving teacher retention. While data on enrollment, alignment, and credentialing abound; however, students' own accounts of the factors that enhance or obstruct their training and transfer are absent from the literature. This research presents the findings of an interview study conducted with 20 urban community college education majors who transferred to a four-year college within their public university system. As they emphasize what actually takes place inside the college classroom, these accounts are particularly pertinent to the work of teacher educators.
City College of New York, The School of Education. Convent Avenue at 138th Street, New York, NY 10031. Tel: 212-650-5182; Fax: 212-650-5182; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Two Year Colleges
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A