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Abstract
The study compared candidates in a 4-year undergraduate program for secondary mathematics and science teaching, based on the UTeach model, with candidates in a 1-year postbaccalaureate program at the same institution. Candidates in the undergraduate program participated in a partnership of university mathematics, science, and education departments and intensive field-based experiences in high-needs schools. We conjectured that this approach would better prepare prospective teachers to develop beginning teacher competencies. Analysis of the Performance Assessment for California Teachers Teaching Event identified few differences between candidates in both groups. Surveys revealed significant differences between candidates’ perceptions of their preparation for teaching. These findings suggest that different program models can offer differential support to prospective teachers but how the program features are enacted influences the impact that these programs have on teacher preparation.
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Notes on contributors
Elizabeth A. van Es
Elizabeth A. van Es, Ph.D., is an Associate Professor in the Department of Education at the University of California, Irvine. Her research interests include Teacher Cognition; Pre-service Teacher Education; In-service Teacher Professional Development; Teacher Learning Communities; Uses of Video in Teacher Learning.
Judith Haymore Sandholtz
Judith Haymore Sandholtz, Ph.D., is a Professor in the School of Education at the University of California, Irvine. Her research interests focus on teacher professional development, teacher education, and school-university partnerships.
Lauren M. Shea
Lauren M. Shea, Ph.D., is the Director of the California Science Project at the University of California, Irvine. Her research interests include professional development in the integration of language and content, language acquisition strategies, and how technology can increase teacher and student outcomes in PD programs.