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

机译：两种可选的高质量STEM教师准备方法的比较：快速通道许可和嵌入式居留计划

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摘要

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.
机译：开发了教学许可的替代途径，以解决教师短缺的问题。这些程序差异很大，因此很难一概而论。本研究比较了两种替代许可计划对理科教师准备和坚持的基本要素发展的影响。快速课程包括6个月的教师预备课程和1年的住院教师预备课程。研究得出结论，许可类型与对教学自我效能的影响，对以教师为中心/以学生为中心的教学的信念，对探究性教学实践的偏爱以及学生行为不当的经历无关。但是，研究表明，执照类型与许多其他变量有关：居住学生对他们提供高质量指导的能力更有信心；首选基于查询的教学；并可能为高需求教室做好了更好的准备。在为期六个月的计划中，那些在实践和理论教学上得分更高的人，尽管他们对如何衡量在高需求教室中的成功有更现实的想法，但在校生对教育理论的了解却更多。以及如何应用调查结果表明，更多具有传统执照的教师可能更倾向于使用当前改革中建议的基于查询的方法。

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  • 来源
    《School Science and Mathematics》 |2019年第1期|35-38|共4页
  • 作者

    Gale A. Mentzer1; Charlene M. Czerniak; T. Ryan Duckett;

  • 作者单位

    Acumen Research and Evaluation, LLC, Toledo, Ohio;

    College of Engineering, University of Toledo, Toledo, Ohio;

    College of Education, Educational Foundations and Leadership, University of Toledo, Toledo, Ohio;

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