Review of Teacher Prep Research

This article focuses on research done in the last 17 years in looking at efficacy in traditional versus alternative teacher preparation programs. The main conclusions from the piece were that:

“Traditional teacher preparation consistently yields better instructional knowledge, self-efficacy, and teacher retention than alternative preparation across all levels of schooling, except kindergarten…Studies comparing alternative and traditional teacher preparation programs have yielded mixed results in relation to student achievement. Several studies revealed that less selective alternative preparation programs were either substantially less effective or slightly less effective than traditional programs.”

The issue with the argument and most of the reviews for me as a reader is how these researchers assess teacher effectiveness. Teacher effectiveness is commonly assessed student learning gains in end of year term scores or standardized testing. I am not sure if this is giving us the right information because student success for one person may be very different for another.

The article did support one portion of my big idea, the plan to include selective admissions criteria in the teacher preparation program.

“Some studies revealed that less selective alternative preparation programs were either substantially less effective or slightly less effective than traditional programs.”

The need to push through and create a more revolutionary program within a traditional teacher preparation program seems to be a benefit for both the teachers and their students.

http://www.mhec.org/sites/mhec.org/files/teacherprep2_20170301.pdf

 

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