Can Implementing a Developmental Approach to Teacher Preparation Help Diversify the Teaching Force? Presenting An Illustrative Continuum of Four Unique Teacher Candidates

Understanding teacher candidates’ (TCs’) developmental needs and framing teacher preparation with those in mind can provide education programs with actionable ways to further TC development that generate positive outcomes for them and their students. This novel case study explored four initial certi...

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Published in:Journal of education (Boston, Mass.) Mass.), 2025-01, Vol.205 (1), p.56-71
Main Authors: Allee, Karyn A., Castner, Daniel J.
Format: Article
Language:English
Subjects:
Alternative teacher certification
Beginning teachers
Preservice teachers
Professional development
Teacher education
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Castner, Daniel J.
description Understanding teacher candidates’ (TCs’) developmental needs and framing teacher preparation with those in mind can provide education programs with actionable ways to further TC development that generate positive outcomes for them and their students. This novel case study explored four initial certification TCs’ teacher performance and stages of development to develop a profile of each. Increasing teacher candidate/novice teacher self-efficacy and professional agency empowers them, supports improved student learning in P-12 education, and may be especially important for those seeking alternative certification, particularly as we seek to diversity the teaching force. Implications and suggestions for teacher preparation programs are provided.
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subjects Alternative teacher certification
Beginning teachers
Preservice teachers
Professional development
Teacher education
title Can Implementing a Developmental Approach to Teacher Preparation Help Diversify the Teaching Force? Presenting An Illustrative Continuum of Four Unique Teacher Candidates
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