Comparison of two alternative approaches to quality STEM teacher preparation: Fast‐track licensure and embedded residency programs

Abstract

Alternative pathways to teaching licensure were developed to address teacher shortages. These programs differ widely, making it difficult to generalize the effects. This study compares the impact of two alternative licensure programs on the development of fundamental elements of science teacher preparation and persistence. The fast‐track programs include a 6‐month teacher preparation program and a one‐year residency teacher preparation program. The study concluded that licensure type was unassociated with the impact on teaching self‐efficacy, beliefs about teacher‐focused/student‐focused teaching, preferences for inquiry instructional practices, and experiences with student misbehavior. However, the study revealed that licensure type was associated with a number of other variables: residency students had more confidence in their ability to provide quality instruction; preferred inquiry‐based instruction more often; and may be better prepared for the high‐needs classroom. Those in the 6‐month program were more likely to score higher on practical versus theoretical approaches to teaching, and while they had a more realistic idea of how to measure success in the high‐needs classroom, the residency students had more knowledge of educational theory and how to apply it. Findings suggest that more traditionally licensed teachers may be more inclined to use inquiry‐based methods suggested in current reforms.

Impact of Mixed Reality Presentation on STEM Engagement and Comprehension: A Pilot Study on Adult Scientists

“…A STEM-focused approach to teaching and learning was founded on the belief that students could comprehend and apply the multiple disciplines at once when asked to consider real-world problems. 2,23,25 From a larger perspective, when students are presented with real world problems to solve, they must consider solutions that require problem solving and innovation to compete in the international career arena. Innovation is nurtured through STEM programs when they are committed to teaching and learning situations that welcome digital visual technologies that are developmentally appropriate for accurate, in-depth comprehension.…”