A Longitudinal Investigation of the Relationship between Teacher Preparation and Teacher Retention

Autor/inn/en	Zhang, Guili; Zeller, Nancy
Titel	A Longitudinal Investigation of the Relationship between Teacher Preparation and Teacher Retention
Quelle	In: Teacher Education Quarterly, 43 (2016) 2, S.73-92 (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Teacher Education; Teacher Persistence; Teacher Shortage; Faculty Mobility; Alternative Teacher Certification; Comparative Analysis; Teacher Education Programs; Teacher Effectiveness; Probability; Doctoral Programs; Interviews; Qualitative Research; Statistical Analysis; Maximum Likelihood Statistics; Longitudinal Studies; North Carolina + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Lehrermangel; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Doktorandenprogramm; Interviewing; Interviewtechnik; Qualitative Forschung; Statistische Analyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Few issues in education threaten the nation as seriously as the present and growing shortage of teachers. Teacher attrition is high among teachers across the nation and is one of the most serious causes of teacher shortage (Ingersoll, 2004). As policy makers rush to address this problem, research is needed to examine the retention effects of policy decisions regarding various elements affecting teachers' decisions to remain in or leave the profession. In recent years, there has been growing popularity of alternative teacher certification, which is largely due to the serious teacher shortage across the country (Cochran-Smith et al., 2011). In 2004, 43 states, plus the District of Columbia, reported having some type of alternative route for certifying teachers, whereas only 8 states said they had alternative routes in 1983 when the National Center for Education Information began collecting such data. In states like California, New Jersey, and Texas, which have been pursuing alternative routes since the mid-1980s, 20% or more of new teachers enter the profession through alternative routes. Alternative route certification programs (ARC) have been specifically designed to recruit, prepare, and license talented individuals who already have at least a bachelor's degree. Candidates must pass a rigorous screening process. ARC programs are field based and include course work or equivalent experiences while teaching. Candidates of the program work closely with their mentors in preparation to meet the high performance standards required for completion of the program (Office of Innovation and Improvement, 2004). In the report of the Education Commission of the States, the commission raised the important question of whether there are alternative route programs that graduate high percentages of effective new teachers with average or higher than average rates of teacher retention (Allen, 2003). The report concluded that retention rates for alternative routes can be comparable to those of traditionally prepared teachers over the short term, but with regard to long-term retention, the research on this issue has to be regarded as inconclusive. This study aims to look at long-term retention effects of alternative route teacher preparation programs and traditional teacher preparation programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01