Preparing teacher candidates for diverse K-12 classrooms in Tennessee: Traditional and alternative programs.

摘要

This study examined alternative and traditional K-12 teacher licensure programs in Tennessee. The researcher explored similarities and differences in the ways the two types of programs used coursework, field experience placements, and teacher candidate evaluation in preparing teachers to be culturally responsive. Survey responses from teacher education program directors indicated significant differences in the hours of field experiences for teacher candidates prior to full time teaching, as well as in the elements used in the final evaluation of teacher candidates prior to licensure. No significant differences were noted between the types of programs in the demographics of field experience placement locations or in the amount of coursework related to diversity.