Fast Track into the Classroom

Paper Summary:

In this article the writer notes that there is no definitive study proving the methods of alternative versus traditional teacher education. However, the writer discusses that there is a wealth of literature available in relation to this query, including: the perceived need for more teachers and its relationship to alternative training; an analysis of traditional teacher training and performance; an analysis of alternative teacher training and teacher performance; conjecture and comparison of traditional and alternative teacher training; expectations and success of both traditional and alternatively trained teachers; and retention of both traditional and alternatively trained teachers. This paper highlights the available literature on these subjects so that alternative and traditional teacher training can be fully assessed in the proper context.

Outline:
Perceived Need for Alternative Teacher Training
Traditional Teacher Training
Alternative Teacher Training
Comparison of Offerings
Success in the Classroom
Retention

From the Paper:

"Criticism of these programs cite that non-traditional teachers are under prepared and that they do not have any investment in teaching as a profession. Additionally, critics believe that alternative teachers do not help the shortage problem since their first choice of work is often in their native field. However, it is possible that some criticism is misguided, associating the problems of emergency teaching with programs that offer progressive teacher training. Additionally, teacher training outside of the traditional means is currently in place across the country. Alternative certification courses were introduced in many states and school districts so that: first, emergency teachers would be unnecessary and no more teachers would be in the classroom without some training; second, individuals are recruited who will address the overall problem of teacher shortage."

Sample of Sources Used:

• Baldacci, L., & Johnson, S. M. (2006, Summer) Why new teachers leave and why new teachers stay. American Educator, 8-21, 45.
• Bynum, H., Coughlin, L., & Massey, E. (2005). Bridge to teaching--An accelerated teacher-certification program. Community College Journal of Research & Practice, 29(8), 633-634. Retrieved Sunday, November 26, 2006 from the Academic Search Premier database.
• Chin, E., Young, J., & Floyd, B. (2004, February). Placing beginning teachers in hard-to-staff schools: Dilemmas posed by alternative certification programs. Paper presented at the American Association of Colleges of Teacher Education, Chicago, IL. Available: http://www.teach-now.org/frmRsr_ChinAACTE2004forweb.pdf [ 2006, November 25]
• Clement, M. (2006). My mother's teaching career -- What it can tell us about teachers who are not fully certified. Phi Delta Kappan, 87(10), 772-776. Retrieved Sunday, November 26, 2006 from the Academic Search Premier database.
• Darling-Hammond, L. (2003). Keeping good teachers. Educational Leadership, 60(8), 6. Retrieved Sunday, November 26, 2006 from the Academic Search Premier database.

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