Educating Teachers in California: What Matters for Teacher Preparedness? Research Brief

Autor/inn/en	Patrick, Susan Kemper; Darling-Hammond, Linda; Kini, Tara
Institution	Learning Policy Institute
Titel	Educating Teachers in California: What Matters for Teacher Preparedness? Research Brief
Quelle	(2023), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Education; Career Readiness; Credentials; Student Attitudes; Blacks; Preservice Teachers; American Indian Students; Special Education Teachers; Access to Education; Educational Policy; Clinical Supervision (of Teachers); Student Surveys; Educational Research; California + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Studienbuch; Schülerverhalten; Black person; Schwarzer; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Schülerbefragung; Bildungsforschung; Pädagogische Forschung; Kalifornien
Abstract	Over the past decade, California has revised its standards for teacher preparation and credentialing and invested in high-retention pathways for entering teaching. As part of its new accreditation system, the California Commission on Teacher Credentialing (CTC) administers surveys to program completers who apply for their preliminary teaching credentials. This analysis examines survey responses of almost 60,000 completers from 2016-17 to 2020-21. California has a growing and increasingly diverse pool of teacher preparation graduates, and more than 90% rated their programs positively. Clinical support and access to subject-area preparation are strong predictors of overall feelings of preparedness. Graduates of new preservice residencies and student teaching programs report feeling better prepared than those entering as interns or on emergency-style permits. However, access to higher-rated programs offering more clinical support varies, with half of Black and Native American candidates, as well as most special education candidates, entering without access to student teaching. [Report originally published March 2, 2023, last revised May 12, 2023. For the full report, see ED630345.] (As Provided).
Anmerkungen	Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01