Exploring the Influences of a Partner-Based Teacher Credential Program on Candidates’ Performance Outcomes

Abstract

The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

Whom do they become? A systematic review of research on the impact of practicum on student teachers’ affect, beliefs, and identities

“…A negative effect on teaching efficacy was found among students who experienced external locus of control regarding their teaching . According to two studies from the USA, the organization of teacher education affected efficacy, where integrated programmes resulted in students having higher perceptions of their preparedness for teaching, compared to one-year post-bachelor programs (van Es et al, 2014) or to an internship program in a school context . Among the above-mentioned studies, some claimed a causal relation between efficacy and other constructs, but the causality had opposing directions in different studies.…”

Co-Designing Teacher Residencies: Sharing Leadership, Finding New Opportunities

“…In the field of pre-service teacher preparation, it has been difficult to scale shifts that could provide all aspiring teachers equitable access to high-quality teacher residences (R. Burns, Jacobs, Baker, & Donahue, 2016;Darling-Hammond, 2014;Guha, Hyler, & Darling-Hammond, 2016;Larson & Kyle, 2014;van Es, Sandholtz, & Shea, 2014). Our pre-K to 12 and higher education systems were not built for intrinsic alignment of priorities, and they lack the time and structures to build a shared language of teacher and student support.…”