No abstract

No abstract

No abstract

No abstract

In response to the shortage of qualified secondary mathematics and science teachers in the United States, alternative certification programs (ACPs) are proliferating. This study used identity as a theoretical lens to examine the incoming identities of 19 participants with post-baccalaureate degrees who entered an ACP. Within this cohort, the participants' incoming teacher identities ranged from "Always a Teacher" to "Late Deciders" to "Career Explorers." Participants held multiple non-teaching identities, some which supported their teacher identities (e.g., parent, tutor) while other identities (e.g., college instructor) created tension. Implications include recommendations for alternative certification program development and further research.

No abstract

No abstract

by Cochran-Smith et al., presents the findings from portions of the remaining two programs of research: research on teacher preparation for the knowledge society and research on teacher preparation for diversity and equity.Studies outlined in the second research program examined the influence of school-based fieldwork opportunities in teacher preparation on student teacher learning and explored the traditional student teaching combination of university supervisor, mentor teacher, and student teacher, as well as alternatives to this triad. A number of studies also investigated how teacher candidate characteristics and factors related to school and fieldwork features shape teacher learning and experiences during the practicum/student teaching. Findings revealed the very different, often conflicting views of teaching and learning that universities espouse in contrast to teaching and learning implemented in schools and/or mandated by education policies.Studies in the third program of research referenced the changing demographics in public schools and examined the opportunities for learning to teach diverse student populations provided to preservice teachers in individual courses and fieldwork. In particular, research examined the influence of teacher preparation on altering teacher beliefs about diverse students and developing effective practices for teaching them. However, the studies about teacher preparation practice stopped short of informing effective practice for student learning because they "simply ignored school students' learning, assuming that the goal of teacher preparation is teacher learning" (p. 117).The two review articles by Cochran-Smith and colleagues provide a number of implications and directions for research and practice in teacher education. In particular, the findings of the review coupled with findings from other articles in this and previous issues of JTE suggest a reconceptualization of teacher quality that has the potential to influence our characterization of quality inservice and preservice teacher professional development. The following sections provide a brief overview of (a) the characterization of teacher quality from a policy research perspective that has dominated the past two decades and influenced the schism between university and school views of effective teaching and learning noted by Cochran-Smith et al. and (b) a set of considerations derived from articles in this and previous JTE issues that can be incorporated into new views of teacher quality to inform new views of teacher preservice and inservice professional development. From Teacher Quality to Teaching QualityThree areas have traditionally been considered in relation to teacher quality or effectiveness (Kennedy, 2008): cognitive resources that include knowledge, beliefs, attitudes, and dispositions; performance in the classroom; and effect on students. Although these three categories provide a framework for viewing and assessing different facets of quality, their operationalization has often been problematic. Federal i...