Abstract
Recognition of work experiences through Prior Learning Assessment (PLA) has been researched in higher education settings for more than a decade (Klein-Collins, et al, 2022). Available research has empirically shown many benefits of PLA counted towards credentials in higher education including direct cost savings, accelerating time to degree completion, and improving graduation rate, etc. (Klein 2017). Nevertheless, in the field of teacher education, research on PLA is limited. In the U.S., there is a shortage of teachers prepared to support an increasing culturally and linguistically diverse (CLD) student population. Meanwhile, many in-service teachers without credentials in CLD education have been working with CLD students for years. How can a teacher education program support in-service teachers for their professional development and career growth in CLD education through recognition of prior learning experiences? This study is based on a collaboration effort between a teacher education institution in the U.S. and multiple school districts. Through a state grant, the action research enabled the faculty researchers to explore strategies for a course of action to build a stackable pathway through recognition of prior learning experiences for in-service teachers seeking the state CLD endorsement and a master’s degree. Data collection started Summer 2023 and includes documents from the state, the university, and school districts, meeting records, surveys, curriculum design, and participants’ responses to the process of the program implementation. While we are in the preliminary stages of our effort, initial results offer lessons that shed light for all interested in similar efforts.
Presenters
Jingzi HuangAssociate Dean, Educator Preparation, College of Education and Behavioral Sciences, University of Northern Colorado, Colorado, United States Deborah Romero
Professor, School of Teacher Education, University of Northern Colorado, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
TEACHER EDUCATION, PRIOR LEARNING ASSESSMENT, CURRICULUM IN HIGHER EDUCATION, LICENSURE
