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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
Language: English
Authors: Matthew Truwit (ORCID 0000-0003-3426-8083), Matthew Ronfeldt, Emanuele Bardelli (ORCID 0000-0003-3383-9315)
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
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Matthew+Truwit%22">Matthew Truwit</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3426-8083">0000-0003-3426-8083</externalLink>)<br /><searchLink fieldCode="AR" term="%22Matthew+Ronfeldt%22">Matthew Ronfeldt</searchLink><br /><searchLink fieldCode="AR" term="%22Emanuele+Bardelli%22">Emanuele Bardelli</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3383-9315">0000-0003-3383-9315</externalLink>)
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teaching%22">Student Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Pathways%22">Career Pathways</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development+Schools%22">Professional Development Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Placement%22">Teacher Placement</searchLink><br /><searchLink fieldCode="DE" term="%22Financial+Support%22">Financial Support</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Curriculum%22">Teacher Education Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+Experience%22">Clinical Experience</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Tennessee%22">Tennessee</searchLink>
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  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
    Subjects:
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Student Teaching
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Career Pathways
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      – SubjectFull: Professional Development Schools
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      – SubjectFull: Teacher Placement
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      – SubjectFull: Financial Support
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      – SubjectFull: Mentors
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      – SubjectFull: Teacher Education Curriculum
        Type: general
      – SubjectFull: Clinical Experience
        Type: general
      – SubjectFull: Tennessee
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    Titles:
      – TitleFull: Exploring Whether and How Teacher Residencies Offer a Different Kind of Preparation
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              Y: 2024
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