考察教师候选人参与国家资助的“自我成长”计划的看法,并探索留住他们的策略

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH MENTORING & TUTORING Pub Date : 2023-11-12 DOI:10.1080/13611267.2023.2279891
Joy Myers, Bryan S. Zugelder, Oris Griffin
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引用次数: 0

摘要

摘要这篇文章讨论了一个熟悉的话题,美国的教学短缺。为了定位我们的研究,我们探索了在美国中大西洋地区的K-12学校和社区中,“自己种植”(GYO)计划所产生的影响。然后,我们分享了参加我们公立大学GYO项目的教师候选人的看法。研究结果表明,学术、社会和专业机会,以及社区参与,如实地考察该地区的教育机构,是候选人想要留在项目中的关键。本文还讨论了教师队伍多元化的具体含义。关键词:本科教师教育发展自己的项目指导教师短缺披露声明作者未报告潜在利益冲突。
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Examining the perceptions of teacher candidates’ participating in a state-funded “Grow your own” initiative and exploring strategies that will retain them
ABSTRACTThis article addresses a familiar topic, teaching shortages across the United States. To situate our study, we explore the impact that Grow Your Own (GYO) programs are making across K-12 schools and within communities in the Middle Atlantic region of the United States. Then, we share the perceptions of teacher candidates who participated in a GYO effort at our public university. Findings suggest that academic, social, and professional opportunities, as well as community engagement, such as field trips to educational settings in the area, were key to candidates’ wanting to remain in the program. Implications specific to diversifying the teacher pipeline are also discussed.KEYWORDS: Undergraduate teacher educationgrow your own programsmentoringteacher shortageretention Disclosure statementNo potential conflict of interest was reported by the authors.
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来源期刊
MENTORING & TUTORING
MENTORING & TUTORING EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
33.30%
发文量
36
期刊最新文献
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