Exploring an Alternative Teacher Preparation Program: A case of interest convergence.

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Bibliographic Details
Title:	Exploring an Alternative Teacher Preparation Program: A case of interest convergence.
Authors:	Zinger, Doron¹ dzinger@csudh.edu, Kang, Hosun²
Source:	Journal for Critical Education Policy Studies (JCEPS). Sep2025, Vol. 23 Issue 2, p393-436. 44p.
Subject Terms:	Teacher education, Qualitative research, Multicultural education, Conflict of interests, At-risk students, Urban education, Critical race theory
Geographic Terms:	United States
Abstract:	Alternative Teacher Credentialing Programs (ATCPs) in the United States, prepare new teachers in as few as five weeks before they begin teaching in classrooms. Despite their expansion, little is known about how such programs prepare teachers of color (TOC) to teach historically marginalized students in schools. This study examines the preparation of TOC through a fast-track summer preparation program, the central practical experience of one urban ATCP, which has been successful in recruiting TOC. Guided by critical race theory and employing a qualitative case study approach, we examine the history and policy contexts that gave rise to the program as well as the experiences of participating TOC during the program. Our findings suggest that preparing TOC via the short-cut, ATCP pathway, in its current prevalent form, represents interest convergence (Bell, 1980). We call for new alternatives for ATCPs that can meaningfully serve students and TOC. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Alternative Teacher Credentialing Programs (ATCPs) in the United States, prepare new teachers in as few as five weeks before they begin teaching in classrooms. Despite their expansion, little is known about how such programs prepare teachers of color (TOC) to teach historically marginalized students in schools. This study examines the preparation of TOC through a fast-track summer preparation program, the central practical experience of one urban ATCP, which has been successful in recruiting TOC. Guided by critical race theory and employing a qualitative case study approach, we examine the history and policy contexts that gave rise to the program as well as the experiences of participating TOC during the program. Our findings suggest that preparing TOC via the short-cut, ATCP pathway, in its current prevalent form, represents interest convergence (Bell, 1980). We call for new alternatives for ATCPs that can meaningfully serve students and TOC. [ABSTRACT FROM AUTHOR]
ISSN:	20510969