Development of Teachers’ Alternative Certification in the USA

• Authors: Natalia Pazyura
• Languages of publication: EN

Abstracts

EN

The article reveals the prerequisites of appearance of alternative ways to train teachers in the USA at the end of the XX century as main mechanisms to increase qualitative and quantitative characteristics of teaching staff. The author concentrates the attention on the advantages and disadvantages of non-traditional ways to acquire teaching profession. The peculiarities of the development in different states of the country, main characteristics of the training with the help of alternative programs have been found as well as the target groups have been described. Such research is clearly needed, both by policymakers and by practitioners, to determine the appropriateness of alternative certification training models in training educators to deliver quality educational programming to students, as well as their effectiveness in addressing the critical teacher shortages by increasing the pool of available teachers and reducing the turnover and retention problems. Proponents of alternative certification have asserted that such models encourage talented people from other fields to enter teaching and increase the potential supply of teachers available to reduce shortages, and that traditional teacher education programs have little substance or value in training teachers while alternative models provide intensive training and supervision focused on critical skills needed for successful teaching.

Keywords

EN

alternative ways; certification of teachers; professional development; teachers’ training; teachers.

• Publisher: Sciendo
• Journal: Comparative Professional Pedagogy
• Year: 2015
• Volume: 5
• Issue: 4
• Pages: 33-38

Dates

published

2015-12-01

online

2015-12-30

Contributors

author

Natalia Pazyura

• National Aviation University, Ukraine Address: 1 Kosmonavta Komarova Ave, Kyiv, 03680, Ukraine

References

• 1. Bell, D., Roach, P. (1989). Alternative Certification: Pathway to Success or Blind Alley to the Teacher Shortage. Paper presented at the American Teacher Educators Mid-America Conference (Kingston/Durant, OK, October 4-6), 12 p.
• 2. Department of Education. Federal Register (2004). Transition to Teaching Grant Program. Notice of Final Priorities and Requirements and Notice Inviting Applications for New Awards for Fiscal Year (FY), Vol. 69, No 84, 8 p.
• 3. Ludlow, B., Wienke, W. (1994). Alternative Certification in Special Education: A Qualitative Study of Two Models. In : Montgomery, D. (Ed.). Rural Partnerships: Working Together. Proceedings of the Annual National Conference of the American Council on Rural Special Education (ACRES) (14th, Austin, Texas, March 23-26), 9 p.
• 4. Oliver, B., McKibbin, M. (1985). Teacher Trainees: Alternative Credentialing of California. Journal of Teacher Education, No 36, pp. 20-23.
• 5. Rubino, N., Soltys, M., Wright, G. (1994). Alternative Teacher Certification: |An Avenue for Quality’ and Diversity in Public Education. Delaware : Wilmington College, 35 p.
• 6. U.S. Department of Education, Office of Innovation and Improvement. (2004). Innovation in Education: Alternative Routes to Teacher Certification. Washington, D.C., 70 p.

Identifiers

DOI

10.1515/rpp-2015-0062