To improve the quality of the teacher workforce, some states have tightened teacher preparation and certification requirements while others have eased requirements and introduced "alternative" ways of being certified to attract more people to teaching. Donald Boyd, Daniel Goldhaber, Hamilton Lankford, and James Wyckoff evaluate these seemingly contradictory strategies by examining how preparati...

This policy brief examines the distribution, effectiveness, and persistence of individuals entering the teaching profession with different forms of preparation. In comparison to teachers prepared by the University of North Carolina system, we find that: (1) North Carolina Independent College and University prepared teachers are less effective in middle grades mathematics and 5th and 8th grade s...

Data was collected on technology-related issues involved in the conversion of a teacher preparation program into an online, competency, and field-based model. Faculty issues involving instructional design, workload, and merit/tenure were examined, as well as the effects of webbased course delivery on student and faculty interaction, competency acquisition, technology proficiency, and learning o...

This review of literature analyzes the factors that lead to teacher burnout including increased demands, unrealistic expectations, and lack of administrative or collaborative peer support. The roles of the mediating factors such as principal support, physical activity, classroom management, social support, psychological support, and teacher preparation programs are discussed. The focus of the a...

There is a growing recognition that an appropriate up to date preparation of all teachers and other educational personnel working with people with disabilities has to focus on Information and Communication Technologies (ICT) and especially on Assistive Technologies (AT). Numerous activities and projects related to teacher education and training have been performed the last years. Also the field...

COVID-19 profoundly affected teacher preparation during the 2019-20 school year. Based on survey responses from nearly all Washington state education programs (TEPs), Kathryn Choate, Dan Goldhaber, and Roddy Theobald find that pandemic had predictable but concerning effects preparation. Most notably, student-teaching requirements were greatly reduced or waived completely for many candidates. Su...