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ERIC Number: EJ1203338
Record Type: Journal
Publication Date: 2019-Jan
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0036-6803
Comparison of Two Alternative Approaches to Quality STEM Teacher Preparation: Fast-Track Licensure and Embedded Residency Programs
Mentzer, Gale A.; Czerniak, Charlene M.; Duckett, T. Ryan
School Science and Mathematics, v119 n1 p35-48 Jan 2019
Alternative pathways to teaching licensure were developed to address teacher shortages. These programs differ widely, making it difficult to generalize the effects. This study compares the impact of two alternative licensure programs on the development of fundamental elements of science teacher preparation and persistence. The fast-track programs include a 6-month teacher preparation program and a one-year residency teacher preparation program. The study concluded that licensure type was unassociated with the impact on teaching self-efficacy, beliefs about teacher-focused/student-focused teaching, preferences for inquiry instructional practices, and experiences with student misbehavior. However, the study revealed that licensure type was associated with a number of other variables: residency students had more confidence in their ability to provide quality instruction; preferred inquiry-based instruction more often; and may be better prepared for the high-needs classroom. Those in the 6-month program were more likely to score higher on practical versus theoretical approaches to teaching, and while they had a more realistic idea of how to measure success in the high-needs classroom, the residency students had more knowledge of educational theory and how to apply it. Findings suggest that more traditionally licensed teachers may be more inclined to use inquiry-based methods suggested in current reforms.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 0733767