There is a teacher shortage in South Georgia school districts inhibiting the hiring of teachers for many subject areas. School districts are partnering with universities to identify teacher candidates who can serve as the teacher of record in their districts during their final semester or year of teacher preparation through the "intern as…

Three major pathways for teacher preparation and certification exist in the United States to recruit and train effective teachers, including traditional, alternative, and teacher residency programs. There is a growing but limited body of research on teacher effectiveness of educators who complete teacher residency programs and the factors of the…

Clinical experience is an essential element of any educator preparation program. These experiences provide authentic, real-world learning environments for teacher candidates to practice and improve their instructional skills. Analyzing how clinical experiences impact teacher readiness assists in the development of effective educator preparation…

Intern teachers are more likely to be placed in hard-to-fill content areas, such as math, science, and special education, which exacerbates their initial teaching experiences as teachers of record. For new teachers in their intern credential program, these factors compound the stress of attending coursework while managing their experience as a…

The effectiveness of teacher-preparation programs to produce high-quality teachers has been an issue of concern for a long time. Teachers play a significant role in shaping students' academic achievement and social-emotional growth. Therefore, it is critical to focus on how teacher education programs, especially the field placement component,…

This qualitative case study explored the integration of Culturally Responsive Social Emotional Learning (CRSEL) competencies in an urban teacher residency program (TRP) with a focus on equity. The study utilized inductive, thematic analysis to identify emergent themes from surveys, interviews, observations, and program artifacts to understand…

The purpose of this mixed-methods study was to examine principals' perspectives on the impact of Tennessee Teacher Residency (TTR) residents on their school's culture and student achievement. The researchers explored TTR program residents' perspectives of teacher self-efficacy, culturally responsive classroom management self-efficacy, mentoring,…

The purpose of this mixed-methods study was to examine principals' perspectives on the impact of Tennessee Teacher Residency (TTR) residents on their school's culture and student achievement. The researchers explored TTR program residents' perspectives of teacher self-efficacy, culturally responsive classroom management self-efficacy, mentoring,…

The purpose of this mixed-methods study was to examine principals' perspectives on the impact of Tennessee Teacher Residency (TTR) residents on their school's culture and student achievement. The researchers explored TTR program residents' perspectives of teacher self-efficacy, culturally responsive classroom management self-efficacy, mentoring,…

Urban immersive residency programs have emerged from partnerships between K-12 schools and universities offering teacher candidates a year-long field experience alongside coursework aligned with the framework and practices in the schools (Zeichner & Bier, 2015). The goals of these programs include teacher candidates applying what they learn…

This dissertation is the culmination of a phenomenological study of intern teachers using the "Currere" process to gain a broader and deeper understanding of curriculum. The "Currere" process is a written method developed by William Pinar through which participants recall past memories, imagine future occurrences, analyze the…

This phenomenological study investigates the ways in which practitioner inquiry influences preservice teachers' beliefs about teaching and learning. The study followed five teacher candidates (interns) completing an internship in a K-4 Professional Development School (PDS). This study focused on the interns' engagement in practitioner inquiry and…

The demographics of school-aged students in the U.S continue to shift, with increasing numbers of students coming from historically underrepresented minority populations. Yet the percentage of white, female teachers remains disproportionately high. Using a framework revised from Garmon's (2004) study in which he found experiential factors;…

Reflective thinking is a developmental process that progresses over time from a technical, routine level to a critical, self-evaluating level. Preservice teachers, who tend to stay in the technical, routine level of critical thinking without guidance, need to be taught how to become reflective thinkers so that they are able to identify and analyze…

Interpreting Albert Bandura's term "self-efficacy" as the individual's belief in his own abilities to succeed in spite of the given circumstances, this study seeks to identify the influences which lead to self-efficacy in Montessori teachers. In order to evaluate perceptions of self-efficacy, 35 pre-service teachers in the…