Abstract
Planning and the development of teacher education have suffered for lack of information relative to the efficiency effects of selecting alternative program designs. This article (a) identifies a conceptual framework wherein teacher education costs and benefits can be comprehensively described, valued, and linked for analytic purposes, (b) presents some benchmark data from a newly developed 5th-year licensure program, and (c) examines a number of alternative assumptions for illustrating some of the problematic issues inherent in examining this question from the perspectives of both students and society.
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