Exploring Whether and How Teacher Residencies Offer a Different Kind of Preparation
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| Title: | Exploring Whether and How Teacher Residencies Offer a Different Kind of Preparation |
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| Language: | English |
| Authors: | Matthew Truwit (ORCID |
| Source: | AERA Open. 2024 10(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305B150012 R305B200011 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Education Programs, Student Teaching, Preservice Teachers, Career Pathways, Professional Development Schools, Teacher Placement, Financial Support, Mentors, Teacher Education Curriculum, Clinical Experience |
| Geographic Terms: | Tennessee |
| ISSN: | 2332-8584 |
| Abstract: | The past two decades have seen the rise of the residency model, another nontraditional pathway to certification that offers an intensive, practice-based, context-specific preparation designed to address shortages in hard-to-staff districts. Although advocates call the model innovative, research examining residencies at scale warrants skepticism around whether they truly offer a distinctive preparation. Surveying all programs across Tennessee about their adoption of features that characterize the model, we find that residencies offer a unique pathway to teaching in some expected ways though not all. Specifically, residencies reported longer clinical placements, more financial support for residents, and higher rates of mentor training, though they mostly did not report unique practices of candidate recruitment, district partnership, mentor selection, or curricular design. Moreover, we see that the distinctiveness of the model is in decline, with evidence of its dilution among newer residencies and the spread of its features among traditional programs. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1455226 |
| Database: | ERIC |
| Abstract: | The past two decades have seen the rise of the residency model, another nontraditional pathway to certification that offers an intensive, practice-based, context-specific preparation designed to address shortages in hard-to-staff districts. Although advocates call the model innovative, research examining residencies at scale warrants skepticism around whether they truly offer a distinctive preparation. Surveying all programs across Tennessee about their adoption of features that characterize the model, we find that residencies offer a unique pathway to teaching in some expected ways though not all. Specifically, residencies reported longer clinical placements, more financial support for residents, and higher rates of mentor training, though they mostly did not report unique practices of candidate recruitment, district partnership, mentor selection, or curricular design. Moreover, we see that the distinctiveness of the model is in decline, with evidence of its dilution among newer residencies and the spread of its features among traditional programs. |
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| ISSN: | 2332-8584 |
