Alternative Teacher Certification Programs and How Well They Prepare Future Educators – Literature review Example

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The paper “ Alternative Teacher Certification Programs and How Well They Prepare Future Educators” is an actual example of a literature review on education. In the world today, education is the key to all successful undertakings. All and sundry are doing all that they can to ensure that they acquire the knowledge that they require in the fields of their own choice. Each seeks information in line with their career. This ensures that they attain the necessary knowledge in order to take part in the industry that corresponds to their course pursued at the tertiary level.

Therefore, it is extremely crucial to explore the different forms of teaching methods adapted by tutors in order to ensure that students are in a position to understand all the things that they are meant to be learning in the education process. Alternative certification programs are the sole source of a faster platform for persons that change their careers and maybe graduate still in college. The persons who choose to go through the system musty show a lot of competencies to undertake such jobs. They should hold at least a single subject material expertise, through specialization, to be incapacity to handle students.

Candidates willing to become alternatively trained teachers must be in access to their own bachelor’ s degree or a relevant mode of entry as per the school choice of requirement. The education process would be incomplete without tutors. However, these tutors need to have the rightful training in order for them to pass on the correct knowledge to their students. Over the past decades, teachers have undertaken different routes in a bid to attain teaching certification. Statistics indicate that over the decades, these alternative certification programs have been implemented all over the United States of America (Feistritzer and Chester, 2002).

This is because individuals are becoming well acquainted with teaching skills through the implementation of these programs in the learning process. It has also been proven that most of the teachers being hired in institutions currently are from these alternative programs.

References

Darling-Hammond, L. “Teacher Quality and Student Achievement: A Review of State Policy Evidence.” Education Policy Analysis Archives, vol. 8, no. 1, January 1, 2000.

Feistritzer, C. E., and D. T. Chester. (2002). Alternative Teacher Certification: A State-by-State Analysis. Washington, DC: National Center for Education Information.

Fetler, Mark. “High School Staff Characteristics and Mathematics Test Results.” Education Policy Analysis Archives, vol. 7, no. 9, March 26, 1999.

Goldhaber, D. D., and D. J. Brewer. (1997). Evaluating the Effect of Teacher Degree Level of Educational Performance. In W. Fowler (Ed.), Developments in School Finance.

Goldhaber, D., and Dominic, J. “Does Teacher Certification Matter? High School Teacher Certification Status and Student Achievement.” Education Evaluation and Policy Analysis, vol. 22, no. 2, Summer 2000, pp. 129-145.

Miller, John W., Michael C. McKenna, and Beverly A. McKenna. “A Comparison of Alternatively and Traditionally Prepared Teachers.” Journal of Teacher Education, vol. 49, no. 3, May-June 1998, pp. 165-176.

Monk, D. H. “Subject Area Preparation of Secondary Mathematics and Science Teachers and Student Achievement.” Economics of Education Review, vol. 13, no. 2, 1994, pp. 125-145.

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