The theory and practice of alternative certification: Implications for the improvement of teaching

Problems of beginning teachers: Comparing graduates of bachelor's and master's level teacher preparation programs

“…Their review does not, however, clearly define how they classify programs as "shortened" or "full preparation." That many comparisons of different teacher preparation routes have failed to distinguish between types of programs has been criticized (Hawley, 1990;Miller, McKenna, & McKenna, 1998). Nonetheless, the M.Ed, program described in this study is definitely a shortened program, yet results do not indicate that graduates from this program are having more difficulty with their teaching than those prepared traditionally.…”

Alternative routes to teaching for vocational educators

“…During the 1980s existing state requirements for certification to teach had never been examined for their relationship to teacher effectiveness (Hawk et al, 1985, p. 13). Today, during the 1990s the research on AC programmes continues to provide insufficient evidence on the effectiveness of teachers from a comparison standpoint of each of the two certification programmes (Hawley, 1990). Thus, little basis for comparisons between traditional and alternative routes actually exist.…”

“…When considering the financial gains of AC programmes, practitioners as well as administrators should purposefully examine the outcomes versus the costs to the government. Then, we may see whether AC is seen as a really important source of education improvement worthy of a prominent place on the reform docket or whether it is yet another symbolic, low-cost manifestation of our low-level national commitment to children (Hawley, 1990).…”

“…In his article, Hawley (1990) gives an example of the taxpayer's cost of alternative certification compared to the cost of traditional certification. Some of these costs are as follows:…”

“…In fact, this same opinion paper mentions the New Jersey alternative route programme that makes 'training demands upon school districts that are already strapped financially, understaffed, and emotionally drained' (Wise, 1991, p. 36). Hawley (1990) identifies a list of ways to improve AC as three highest priority improvements: (a) increase the amount and quality of mentoring; (b) provide AC participants more opportunities to witness, practice and reflect upon proven teaching strategies; and (c) enhance the capabilities teacher candidates have to learn about teaching. These three proposals for improving AC would, if implemented, represent major changes in most AC programmes.…”