A New Pathway for the Preparation of Highly Qualified Teachers: The Master of Arts in Teaching (MAT)

Post, Donna M.; Wise, Kevin C.; Henk, Bill; McIntyre, John D.; Hillkirkm, R. Keith

doi:10.1080/01626620.2004.10463320

Cited by 4 publications

(2 citation statements)

References 5 publications

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“…This option is considered "alternative" in states that offer preparation and certification at the baccalaureate level and is distinct from the master of arts, which does not lead to certification. By providing pedagogical and curricular content to students who hold discipline-specific degrees (Post, Wise, Henk, McIntyre, & Hillkirk, 2004), this option represents a blended model of the intensive, expedited alternative certification programs and traditional university-based programs. Teacher educators have worked to develop high-quality alternative preparation programs that integrate research-supported practices, often in partnership with schools that consistently have vacancies to fill.…”

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confidence: 99%

Learning While Teaching

McCray

2011

Teacher Education and Special Education

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In this article, the author details the findings of a study of completers during their last semester of a Master of Arts in Teaching (MAT) program in special education. The purpose of this multiple-case study was to understand how the extent to which the program was implemented, the participants’ background and career trajectories, and the teaching context interacted to yield their success. To understand the interactions of these elements, the researcher examined the academic and personal backgrounds of three teachers completing a MAT program in Varying Exceptionalities, examined the teachers’ sense of self-efficacy, observed their practice, and gained the perspectives of their mentor teachers. Findings indicated that nonacademic characteristics, applied preparation in content and pedagogy, and a supportive context were important to the success of these beginning teachers.

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confidence: 99%

Learning While Teaching

McCray

2011

Teacher Education and Special Education

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“…Such an awareness translates into respect for cultures and the adaptation of objectives to a culture's focus. Finally, meeting licensure requirements for the United States is a necessary requirement of a quality international student teaching experience (Eilam 2002;Hill and Stairs 2002;Post, Wise, and Henk 2004;Uline, Wilson, and Cordry 2004).…”

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Preservice Teacher Preparation in International Contexts: A Case-Study Examination of the International Student Teacher Programs

Jacob

Hite

Erickson

et al. 2010

ehe

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This article examines the teacher preparation experiences of preservice teachers in six international contexts: China, Fiji, Kiribati, Mexico, Samoa, and Tonga. More specifically, it looks at the value-added components in an international teacher education program, with an emphasis on effective teaching and employability. Theoretically the study is based on Strauss and Corbin's (1998a) substantive grounded theory and Patton's (1997) Theory of Action Framework. Verbal and non-verbal forms of feedback were identified as essential aspects of the international preservice training experience. Cultural diversity, teaching English as a second language, collaboration, and exposure to a different educational system were identified among several components as advantages to individuals who conduct their preservice teacher training in international settings. AbstrakArtikel ini mengkaji pengalaman pelatihan calon guru di enam konteks internasional: Cina, Fiji, Kiribati, Meksiko, Samoa dan Tonga. Penulis secara spesifik menganalisa nilai tambah dari program pendidikan guru international, dengan penekanan pada pengajaran dan penerapan yang efektif. Studi ini berbasis pada teori dasar dari Straus dan Corbin (1998a) dan teori Action Framework dari Patton (1997). Feedback atau masukan verbal maupun nonverbal ditengarai menjadi nilai penting dari pelatihan guru internasional ini. Faktor lain yang menguntungkan peserta pelatihan calon guru ini adalah pengalaman mempelajari aneka ragam budaya, pengajaran bahasa Inggris sebagai bahasa kedua, kolaborasi, dan sistem pendidikan yang berbeda.

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Reconceptualizing Accountability in Urban Schools

Talbert-Johnson¹,

Russo²

No Child Left Behind and Other Federal Programs for Urban School Districts

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A New Pathway for the Preparation of Highly Qualified Teachers: The Master of Arts in Teaching (MAT)

Abstract: 2 then shared, quality control features of the program are highlighted, and the lessons we learned about program development and implementation are detailed. Finally, thoughts about the future of this program and others of its type are shared based upon our experience.

Cited by 4 publications

References 5 publications

Learning While Teaching

Learning While Teaching

Preservice Teacher Preparation in International Contexts: A Case-Study Examination of the International Student Teacher Programs

Reconceptualizing Accountability in Urban Schools

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