Theme: Alternative Approaches to Teacher Education

Abstract

Three alternate routes to teaching (Los Angeles, New Jersey, and Connecticut) are described, and differences and similarities resulting from their unique contexts are explored. In comparing the design variations of the programs, special attention is given to four aspects: the policy con text ; program elements, such as admission criteria, the role of higher education, and course work; school-based support systems; and certification requirements. Considerable variation ex ists. These programs need to be judged in terms of their goals and context as well as their impact on students and the profession of teaching. Much can be learned from viewing alternate route programs as a variety of context-specific naturally occurring experiments rather than as an alter native to be extolled or dismissed.

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References

Bliss, T. (1989, April). The policy context of the Connecticut alternate route to certification. Paper presented at the meeting of the American Educational Research Association, San Francisco.

Bliss, T. (1990). Alternate certification in Connecticut : Reshaping the profession. Paper prepared for the Office of Educational Research and Improvement, U.S. Department of Education, Washington, DC.

Natriello, G. (1989, April). The policy context and program design of the New Jersey provisional teacher program. Paper presented at the meeting of the American Educational Research Association , San Francisco.

Stoddart, T. , & Floden, R.E. (1989, April). School district-based teacher training: An alternate route to teacher certification. Paper presented at the meeting of the American Educational Research Association , San Francisco.