Collaboration of Researchers and Stakeholders: Transforming Educator Preparation
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| Title: | Collaboration of Researchers and Stakeholders: Transforming Educator Preparation |
|---|---|
| Language: | English |
| Authors: | Morgan, Bobbette M., Rodriquez, Alma D., Jones, Irma, Telez, James, Musanti, Sandra |
| Source: | Journal of Curriculum and Teaching. 2020 9(3):182-189. |
| Availability: | Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto, ON., M3J 3H7, Canada. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: jct@sciedupress.com; Web site: http://www.sciedupress.com/journal/index.php/jct |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Beginning Teachers, College School Cooperation, Partnerships in Education, Teacher Education Programs, Stakeholders, Researchers, Teacher Attitudes, Teacher Qualifications, Program Effectiveness, Teacher Persistence, Labor Turnover, Teacher Effectiveness, Employer Attitudes, Principals, Administrator Attitudes |
| Geographic Terms: | Texas |
| ISSN: | 1927-2677 |
| Abstract: | This study contributes to the literature on first year teachers by identifying complexities and struggles of becoming a teacher and the implications of district-university partnerships to strengthen our educator preparation program. The importance of partnerships with stakeholders, memorandum of agreements to share data, observations of first year teachers by university faculty, employer surveys, and the first year teacher's perspectives about how well our university prepared them, as well as how they compare with other first year teachers nationally is addressed. Multiple sources of data were used to provide information about completers, individuals that graduated from the educator preparation program. These include state reports, national trends, and review of survey results next to universities across the United States involved in teacher preparation. Graduates of our teacher preparation program have a 93% retention rate after five years of teaching. The national average is 50% after five years. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1268532 |
| Database: | ERIC |
| Abstract: | This study contributes to the literature on first year teachers by identifying complexities and struggles of becoming a teacher and the implications of district-university partnerships to strengthen our educator preparation program. The importance of partnerships with stakeholders, memorandum of agreements to share data, observations of first year teachers by university faculty, employer surveys, and the first year teacher's perspectives about how well our university prepared them, as well as how they compare with other first year teachers nationally is addressed. Multiple sources of data were used to provide information about completers, individuals that graduated from the educator preparation program. These include state reports, national trends, and review of survey results next to universities across the United States involved in teacher preparation. Graduates of our teacher preparation program have a 93% retention rate after five years of teaching. The national average is 50% after five years. |
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| ISSN: | 1927-2677 |
