Recruiting Teachers of Mathematics: Lessons From an Alternative Route to Licensure

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Author(s): Mary D. Burbank (University of Utah, USA), Andrea K. Rorrer (University of Utah, USA)and Wynn Shooter (University of Utah, USA)
Copyright: 2019
Pages: 25
Source title: Handbook of Research on Field-Based Teacher Education
Source Author(s)/Editor(s): Thomas E. Hodges (University of South Carolina, USA)and Angela C. Baum (University of South Carolina, USA)
DOI: 10.4018/978-1-5225-6249-8.ch003

Keywords: Education / Information Science Reference / Teacher Education

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Abstract

Calls for recruitment and retention into teaching remain at all-time highs in math and science. Response initiatives may include alternative routes to licensure (ARL), streamlined curricula, financial incentives for participants, and intensive on-the-job training. While ARLs offer potential for innovation, challenges also exist when trying to maintain preparation quality and integrity. This project presents end-of-program findings from a five-year investigation into the factors that contribute to quality teacher preparation within an ARL framework. Summative outcomes document program dimensions where research-intensive preparation goals align with priorities for increasing the pool of future teachers. The roles of teacher mentors, curriculum impact, and classroom-based practica are highlighted.

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Recruiting Teachers of Mathematics: Lessons From an Alternative Route to Licensure

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