Qualifications and Assignments of Alternatively Certified Teachers: Testing Core Assumptions

Cohen‐Vogel, Lora; Smith, Thomas M.

doi:10.3102/0002831207306752

Cited by 49 publications

(42 citation statements)

References 38 publications

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“…These findings cannot, however, answer the question as to whether these same applicants would have enrolled in the traditional programs in any case. Studies of similar programs in the United States indicate that a considerable proportion of the applicants would have ultimately enrolled in the traditional programs, too (Cohen-Vogel and Smith 2007;Shen 1997). At the same time, other studies have shown that the favorable incentives offered in the alternative programs are a major factor influencing the choice of unique populations to enroll in them as opposed to other programs (Johnson, Birkeland, and Peske 2005).…”

Section: Discussionmentioning

confidence: 94%

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Do alternative teacher education programs manage to attract different candidates and students?

Donitsa‐Schmidt

Weinberger

2014

Teacher Development

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During 2009, three alternative teacher retraining programs in English as a Foreign Language, mathematics and biology were launched for the first time in one of Israel's largest teacher education colleges. The programs, which offered varied economic incentives to participants, were initiated by the state owing to shortages of teachers in these disciplines and the economic crisis in the hi-tech industry. After hundreds of candidates responded to the program's advertisement, 90 candidates were accepted and enrolled following rigorous screening. The purpose of the research reported here was to examine the demographic, academic and occupational profiles of the candidates and students in each of the three programs in comparison with applicants and students in traditional teacher education retraining programs. The research population included a total of 611 candidates who had applied to all the teacher retraining programs offered in 2009. The study's findings indicate that not only did the alternative programs make the teaching profession more accessible to potential candidates; they also attracted students with impressive demographic, academic and occupational profiles that varied considerably from the profiles of the students in the traditional programs. Longitudinal follow-up studies are needed to investigate the adjustment, success and retention rates of these new teachers in the educational system.

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Section: Discussionmentioning

confidence: 94%

“…It has further been argued that these alternative programs draw candidates who would have registered for the traditional programs in any case but have opted for the shorter alternative simply because it is available (Cohen-Vogel and Smith 2007;Shen 1997).…”

Section: Theoretical Backgroundmentioning

confidence: 98%

Do alternative teacher education programs manage to attract different candidates and students?

Donitsa‐Schmidt

Weinberger

2014

Teacher Development

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“…And 60% of participants responded positively to the traditionally low-rated diversity, community, and achievement materials (Teach For America 2009b). Today, corps member satisfaction with the summer institute rivals that of traditional teacher education programs (Cohen-Vogel and Smith 2007;Darling-Hammond, Hudson, and Kirby 1989;Zientek 2007).…”

Section: Journal Of Education Policy 435mentioning

confidence: 96%

Rhetoric and practice in pre-service teacher education: the case of Teach For America

Schneider

2013

Journal of Education Policy

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“…The two main pathways that secondary teachers can take to get a teaching license is the traditional route and an alternative certification route. Although originally used as a stopgap measure to fill open positions (Hoepfl, 2001), alternative certification has become more commonly used to fill regular teaching positions (Cohen-Vogel & Smith, 2007;Gimbert, Cristol, Wallace, & Sene, 2005;Jacob, 2007). This is particularly true for the field of career and technical education (CTE; Litowitz, 1998), which includes technology and engineering education.…”

mentioning

confidence: 99%

Teacher Preparedness: A Comparison of Alternatively and Traditionally Certified Technology and Engineering Education Teachers

Bowen¹,

Williams²,

Napoleon³

et al. 2019

JTE

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There is a national conversation about a secondary teacher shortage and the lack of qualified teachers in the classroom. Over recent years, there has been a rise in the number of alternatively certified teachers to fill these positions. This is particularly true in the field of career and technical education. However, there is a debate on whether an alternatively certified teacher is as effective as a traditionally certified teacher. The level of preparedness has been identified as a critical factor in teacher effectiveness. This study looks at the differences in perceived preparedness of early career technology and engineering education teachers to determine if there is a difference between alternatively and traditionally certified teachers. The Schools and Staffing Survey Teacher Questionnaire was used as a generalizable national dataset. The results show that there is no statistically significant difference in the level of perceived preparedness of early career alternatively and traditionally certified technology and engineering education teachers. One construct within preparedness, behavior management, was statistically significant for traditionally certified teachers. By better understanding the nature of teachers in regard to preparedness and certification type, further research can be conducted to better prepare teachers in the field of technology and engineering education.

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Qualifications and Assignments of Alternatively Certified Teachers: Testing Core Assumptions

Cited by 49 publications

References 38 publications

Do alternative teacher education programs manage to attract different candidates and students?

Do alternative teacher education programs manage to attract different candidates and students?

Rhetoric and practice in pre-service teacher education: the case of Teach For America

Teacher Preparedness: A Comparison of Alternatively and Traditionally Certified Technology and Engineering Education Teachers

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