The Role of Content Knowledge in Mathematics Teacher Preparation: A Study of Traditional and Alternative Teacher Preparation in Texas
| Autor: | William H. Schmidt, Richard T. Houang, Nathan Burroughs, Leland S. Cogan |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
Alternative teacher certification
Knowledge level Teaching method education 05 social sciences 050401 social sciences methods 050301 education Certification behavioral disciplines and activities Teacher education Education Teacher preparation 0504 sociology mental disorders Mathematics education Mathematical content Content knowledge 0503 education |
| Zdroj: | Journal of Teacher Education. 71:233-246 |
| ISSN: | 1552-7816 0022-4871 |
| DOI: | 10.1177/0022487118805989 |
| Popis: | Employing data from a stratified random survey of newly certified teachers in Texas, we compare the mathematical content preparation of traditional teacher program graduates with graduates of alternative programs. We find that graduates of traditional programs have statistically significantly higher content preparation even when taking precollege preparation into account. These findings were consistent across different types of alternative programs. Alternatively certified teachers reported higher college entrance exam scores in mathematics, but this was statistically significant only for Grades 4 to 8. After merging survey results with NCES (National Center for Education Statistics) data about the schools at which teachers were employed, we found similar demographic characteristics between the two types of teachers—alternatively certified teachers were not more likely to teach in disadvantaged schools. Finally, while the content preparation of teachers was consistent across types of schools, teachers in disadvantaged schools tended to have lower SAT and ACT scores for both alternatively and traditionally prepared teachers. |
| Databáze: | OpenAIRE |
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