ERIC Number: EJ1416465
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0887-8730
EISSN: EISSN-1838-8101
Paraeducators' Journey to Teacher Licensure: Critical Supports and Challenges
Ritu V. Chopra; Peggy A. Yates; Sarah N. Douglas; Stephanie Morano; Emily E. Sobeck; William K. Hepworth
Teacher Educator, v59 n1 p84-102 2024
Paraeducators are considered to be a promising pool of future teachers who can help schools address the issues of teacher shortages, attrition and diversification. Paraeducators, known to be highly motivated and familiar with classroom environments, typically have work experience in fields where teacher shortages exist such as bilingual and special education. They are also more likely to share cultural and linguistic similarities with K-12 students. However, as nontraditional college students, paraeducators face academic, social, and financial challenges in their postsecondary education. In this article, we share the experiences of three case study participants who pursued the transition from paraeducator to licensed teacher. Based on a review of relevant literature and the perspectives of participants, we suggest embedded supports that promote success for paraeducators in teacher preparation programs. In addition, we provide suggestions for creating strategic partnerships between teacher preparation programs and school districts to support paraeducators in their career development.
Descriptors: Teacher Aides, Teacher Education Programs, Teacher Certification, Partnerships in Education, School Districts, Career Development, Financial Support, Family Environment
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
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A