Field-Based Internship Models for Alternative Certification of Science and Mathematics Teachers: Views of Interns, Mentors, and University Educators

Autor/inn/en	Arbaugh, Fran; Abell, Sandra; Lannin, John; Volkmann, Mark; Boone, William
Titel	Field-Based Internship Models for Alternative Certification of Science and Mathematics Teachers: Views of Interns, Mentors, and University Educators
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 3 (2007) 3, S.191-201 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Internship Programs; Alternative Teacher Certification; Science Teachers; Mathematics Teachers; Mentors; College Faculty; Attitude Measures; Field Experience Programs; Teacher Education; Teacher Competencies; Secondary School Teachers; Middle School Teachers; Program Effectiveness; Interviews; Group Discussion; Missouri + Suchen Sie Ihr Suchwort? Berufspraktische Ausbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Fakultät; Praxisnahes Lernen; Lehrerausbildung; Lehrerbildung; Lehrkunst; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Interviewing; Interviewtechnik; Gruppendiskussion
Abstract	In response to shortages of science and mathematics teachers in the U.S., many states have promoted alternative routes to certification in which individuals with non-education undergraduate degrees can become certificated in shorter timeframes than in traditional programs. One consideration in designing alternative programs is how to arrange field-based internships that help provide transformative pathways to non-traditional students in becoming a teacher. The purpose of this study was to understand the views of interns, their mentor teachers, and university personnel who participated in one alternative certification program regarding the best structures for field experiences. Through an analysis of artifacts collected in a meeting where we discussed the pros and cons of five different internship models as well as interviews with individuals in each stakeholder group, we were able to understand the various viewpoints. We found that, although perspectives were consistent within each group, they differed across the three groups. These differences were grounded in the personal needs and experiences of each group. Although our findings point to no "perfect" internship model to support the transformation of alternative certification students into teachers, they have implications for the design and enactment of field-based internships in such programs. (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01