Differences Between Graduates of 4-Year and 5-Year Teacher Preparation Programs

Abstract

A 10-year comparison of graduates from 4-and 5-year teacher education programs at the same institution revealed significant differences between graduates of the two programs. Significantly more 5-year graduates entered and stayed in teaching than graduates of the 4-year program. Graduates of the 5-year program were more satisfied with their career and perceived the quality of their program to be higher than the 4-year graduates did. Limitations of the study and alternative explanations for these differences are discussed.The debate on program length in teacher education has been heated. Many perceive the debate as a threat to traditional 4-year baccalaureate teacher education programs, and many argue their positions with emotionally charged rhetoric. The debate has proceeded with little research data on program graduates, because there are so few extended programs and because research on teacher education graduates has been minimal. It may be that those engaged in the debate prefer to argue from theoretical frameworks rather than to risk their position with empirical test. The present article and further research under way at the University of New Hamsphire bring some empirical data to the dialogue. Background of the Study

Work-integrated learning within the reading literacy component of foundation phase teacher preparation programmes

“…The challenge in preparing pre-service teachers to teach reading is that they must be able to link new knowledge learnt through coursework to instructional practices through the practicum or internships. Reading teacher preparation that is field based and that emphasises practicum experiences seems to have the most positive effects, specifically supervised, (Andrew 1990). Expertise to teach reading matters more than curriculum materials, pedagogical approaches and reading programmes (Allington 2002), and it can be developed through experiences, careful deliberation and reflection on practice, usually through supervision by knowledgeable mentors (Cochran-Smith 2000) using evidence-based reading research practices.…”

The Assessment of Mathematics and Science Teacher Quality

“…Surveys are sometimes used to gather information about teachers' entry into the profession (Andrew, 1990;Andrew & Schwab, 1995;, their perceptions of teaching as a profession (Lutz & Hutton, 1989), and their intention to remain in the profession . Other surveys collect background information on teachers to use as representations of teacher quality characteristics (i.e., number of graduate and undergraduate courses taken, undergraduate institution, certification status, and major; Andrew, 1990;Andrew & Schwab, 1995).…”

Educating the New Educator: Teacher Education and the Future of Democracy

“…A number of recent studies have found that graduates of extended programs are not only more satisfied with their preparation; they are viewed by their colleagues, principals, and cooperating teachers as better prepared; are as effective with students as much more experienced teachers; and are much more likely to enter and stay in teaching than their peers prepared in traditional undergraduate programs (Andrew, 1990;Andrew & Schwab, 1995;Arch, 1989;Denton & Peters, 1988;Dyal, 1993;Shin, 1994).…”