Changing the Composition of Beginning Teachers: The Role of State Alternative Certification Policies

Redding, Christopher

doi:10.1177/08959048211015612

Cited by 10 publications

(5 citation statements)

References 63 publications

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“…States and districts should consider partnering with teacher preparation programs to create grow-your-own special education certification programs that specifically target individuals who have already demonstrated commitment to working with SWD (Zhang et al, 2014). Such programs also have the added benefit of increasing the number of teachers of color who enter the profession (e.g., Gist et al, 2019; Redding, 2021; Scott, 2019).…”

Section: Discussionmentioning

confidence: 99%

The Shifting Context of Special Education Teachers’ Work

Gilmour

Nguyen

Redding

et al. 2022

Remedial and Special Education

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We used five waves of nationally representative data over 16 years from the Schools and Staffing Survey, National Teacher Principal Survey, and Teacher Follow-up Survey to descriptively examine how the roles, responsibilities, preparation, and supports for special educators have changed over time. We then used regression to investigate how these variables were associated with special educator attrition. This information is essential to ensure teacher education adequately prepares special educators for the contexts in which they work. We identified some changes in special educators’ work environment, including substantially increased use of team teaching. Our results indicated special educator attrition declined from 2000 to 2012, and this decline was primarily driven by reductions in movement between schools. Regression analysis provided little insight into the variables associated with this decline, suggesting a need for future research.

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Section: Discussionmentioning

confidence: 99%

The Shifting Context of Special Education Teachers’ Work

Gilmour

Nguyen

Redding

et al. 2022

Remedial and Special Education

Self Cite

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“…The open teacher access mechanism provides career opportunities for teachers from different certification sources but inevitably raises social doubts about their teaching ability (Noll, 2008; Taneri & Ok, 2014). To eliminate public concerns, it is necessary to clarify the basic requirements for the induction of prospective teachers (Redding, 2022), and provide them with sustainable pre-service guidance to maintain the development quality and professional reputation of teachers. On the one hand, the minimum academic standards for entering the teaching profession should be strictly grasped from the aspects of the degree requirement, professional knowledge, ability, and disposition.…”

Section: Conclusion and Suggestionsmentioning

confidence: 99%

Do Traditionally Certified Teachers Really Have Better Curriculum Leadership Than Alternatively Certified Teachers? Based on an Empirical Study in China

Xu,

Wang,

Chen

et al. 2024

Sage Open

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With the gradual improvement of open teacher selection mechanisms, the comparison of traditionally and alternatively certified teachers has become one of the international focuses in teacher research. Current studies have compared teachers of different certification pathways from multidimensional perspectives; however, no study has yet compared the differences in curriculum leadership between the two types of teachers. Teacher curriculum leadership is the ability of teachers to collaborate with stakeholders in the curriculum area to promote curriculum optimization and the development of students and teachers, and it includes three dimensions: teachers’ curriculum leadership views, practices and identity. This study conducted a comparative analysis of the curriculum leadership of traditionally and alternatively certified teachers based on data from 9,068 teachers of 20 provinces in China. Independent samples t-test and multiple linear regression analysis revealed no significant differences between traditionally and alternatively certified teachers on the overall level of curriculum leadership and the three sub-dimensions of curriculum leadership views, practices, and identity. Theoretically, it provides new evidence for the debate about whether there are differences between the two types of teachers by further corroborating the conclusion that there is no significant difference in the educational effectiveness of traditionally and alternatively certified teachers. Practically, it justifies the rationality of an open teacher selection mechanism and points the way to further reforms in university teacher education.

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“…Against the backdrop of the complexity and competing pressures attending teaching, there is increasing policy and research interest in the preparation and credentialling of teachers, including the expansion of alternative routes into teaching (Redding, 2021), as well as the distinctive opportunities for preparing and credentialling teachers to work in regional, rural and remote locations. For instance, White et al (2011) emphasised the value of partnerships between rural schools and universities that included giving pre-service teachers direct experience of teaching in such schools.…”

Section: Background Literature Review and Conceptual Frameworkmentioning

confidence: 99%

Australian Remote Education Tutors and Universities: Proposed Innovative Partnerships for Credentialling Adult Supervisors of School Students Enrolled in Distance Education

McLennan¹,

Peel²,

Burnett³

et al. 2022

AIJRE

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Currently, an almost exclusively female workforce provides the government mandated adult supervision of Australian primary and secondary school students enrolled in distance education, including geographically isolated learners. These Remote Education Tutors (RETs) include unpaid family support providers and externally employed governesses and home tutors who are paid by the children's families. This crucial position has no prerequisite qualifications, which in turn generates occupational invisibility and an absence of recognised career pathways for the individuals fulfilling the responsibilities of this role. In response, we propose innovative partnerships for credentialling the experiences and effectiveness of Australian RETs, in order to recognise their professional status and to contribute to a sustainable rural education workforce. Such credentialling will entail dynamic and mutually responsive collaborations among the distance education stakeholders, including the tutors, the children's families and the universities charged with administering such credentialling. Evidence to support this proposal is provided by selected data from a 2021 national survey completed by 575 current and former RETs in most Australian States and Territories. These data underwent descriptive analysis that elicited four themes that encapsulated key elements of the RETs' lives and contexts: career pathways, economic disadvantage, gender roles, and educational equity. This account framed by Cardini' s (2006) politicised conceptualisation of partnerships highlights both the urgency and the complexity of envisaging and enacting situationally responsive rural communityuniversity collaborations to support this vital yet invisible segment of the Australian educational workforce.

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Changing the Composition of Beginning Teachers: The Role of State Alternative Certification Policies

Cited by 10 publications

References 63 publications

The Shifting Context of Special Education Teachers’ Work

The Shifting Context of Special Education Teachers’ Work

Do Traditionally Certified Teachers Really Have Better Curriculum Leadership Than Alternatively Certified Teachers? Based on an Empirical Study in China

Australian Remote Education Tutors and Universities: Proposed Innovative Partnerships for Credentialling Adult Supervisors of School Students Enrolled in Distance Education

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