Abstract
The two study objectives include: 1) to define the key characteristics of successful teacher preparation programs and 2) to describe how successful teacher preparation programs have evolved and innovated over the last 5-10 years to continue to attract students. The author’s own educator preparation program (EPP) has been experiencing declining enrollment in undergraduate teacher education programs. As the designer of our current undergraduate teacher education programs in both middle childhood (grades 4-9) and adolescent young adult (grades 7-12) in all core subject areas in 2013, I am looking to advise our college of education on how to improve both of these programs as well as all teacher preparation programs (early childhood, special education, art, music, masters and other licensure areas) regarding how we can increase enrollment by meeting student needs. While decreasing enrollment at the university level, especially in teacher education, is a nationwide phenomenon, the United States is also experiencing a teacher shortage (Pettypiece, 2023), so a successful and innovative teacher education program should have the potential to attract many more students to our college and university. I explore seven university teacher preparation programs in three countries including administration, faculty, and students regarding program attributes, recruitment and retention, coursework, fieldwork, and student teaching aspects of the program. I also use one instrument wherein I ask stakeholders to rank the advanced level standards of the Council for the Accreditation of Educator Preparation (CAEP) standards.
Presenters
Marcella KehusAssociate Professor, Teacher Education, The University of Toledo, Ohio, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Educational Organization and Leadership
KEYWORDS
Teacher Preparation, Curriculum, Program Evaluation, Teacher Preparation
