A Comparison of Teacher Preparation Models and Implications for Teacher Attrition: Evidence from a 14-Year Longitudinal Study

Autor/inn/en	Latham, Nancy; Mertens, Steven B.; Hamann, Kira
Titel	A Comparison of Teacher Preparation Models and Implications for Teacher Attrition: Evidence from a 14-Year Longitudinal Study
Quelle	In: School-University Partnerships, 8 (2015) 2, S.79-89 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Longitudinal Studies; Faculty Mobility; Faculty Development; Professional Development Schools; Comparative Analysis; Teacher Education; Teacher Education Programs; Teacher Persistence; Models; Elementary School Teachers; Secondary School Teachers; Demography; Teacher Characteristics; Predictor Variables; Multivariate Analysis; Statistical Distributions; Regression (Statistics); Preservice Teachers; Illinois + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrerausbildung; Lehrerbildung; Analogiemodell; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Demografie; Prädiktor; Multivariate Analyse; Wahrscheinlichkeitsverteilung; Regression; Regressionsanalyse
Abstract	This large-scale, longitudinal study examines teacher attrition data from over 6,500 teachers in Illinois over a 14-year period from 1997 to 2010. Attrition rates between teachers who participated in a Professional Development School (PDS) versus students prepared traditionally are compared. The effects of teacher preparation experiences on persistence in education employment were examined for students participating in four different teacher preparation programs at Illinois State University. The findings indicate that PDS-prepared teachers are more likely to persist in employment as compared to their traditionally prepared counterparts and the education program area strongly influences persistence, perhaps more than teacher preparation model. These findings can inform teacher education programs and preparation in regard to resources allocation as well as pre-service field experience design. (As Provided).
Anmerkungen	National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://www.napds.org/school_university_partnerships.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01