For teacher education, this is perhaps the best of times and the worst of times. It may be the best of times because so much hard work has been done by many teacher educators over the past two decades to develop more successful program models and because voters have just elected a president of the United States who has a strong commitment to the improvement of teaching. It may be the worst of times because there are so many forces in the environment that conspire to undermine these efforts. In this article, the author discusses the U.S. context for teacher education, the power of teacher preparation for transforming teaching and learning, and the current challenges for this enterprise in the United States.

Teacher Education and the American Future.

This study investigates teachers’ pedagogical content knowledge, professional beliefs, work-related motivation, and self-regulation as aspects of their professional competence. Specifically, it examines how these aspects impact instruction and, in turn, student outcomes. In a nationally representative sample of 194 German secondary school mathematics classes, multiple measures were used to assess teacher competence, instructional quality, and students’ achievement and motivation. The effect of teachers’ professional competence on student outcomes was estimated in a 1-year repeated-measures design. Two-level structural equation models revealed positive effects of teachers’ pedagogical content knowledge, enthusiasm for teaching, and self-regulatory skills on instructional quality, which in turn affected student outcomes. In contrast, teachers’ general academic ability did not affect their instruction. The multidimensional model of teachers’ professional competence introduced in this article seems suited to stimulate further research on the personal indicators of teacher quality.

Professional Competence of Teachers: Effects on Instructional Quality and Student Development

https://www.nber.org/system/files/working_papers/w12155/w12155.pdf

What does certification tell us about teacher effectiveness?: evidence from New York City

We are in the midst of what amounts to a national experiment in how best to attract, prepare, and retain teachers, particularly for high-poverty urban schools. Using data on students and teachers in grades 38, this study assesses the effects of pathways into teaching in New York City on the teacher workforce and on student achievement. We ask whether teachers who enter through new routes, with reduced coursework prior to teaching, are more or less effective at improving student achievement. When compared to teachers who completed a university-based teacher education program, teachers with reduced coursework prior to entry often provide smaller initial gains in both mathematics and English language arts. Most differences disappear as the cohort matures, and many of the differences are not large in magnitude, typically 2 to 5 percent of a standard deviation. The variation in effectiveness within pathways is far greater than the average differences between pathways.

How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement. NBER Working Paper No. 11844.

We are in the midst of what amounts to a national experiment in how best to attract, prepare, and retain teachers, particularly for high-poverty urban schools. Using data on students and teachers in grades 3–8, this study assesses the effects of pathways into teaching in New York City on the teacher workforce and on student achievement. We ask whether teachers who enter through new routes, with reduced coursework prior to teaching, are more or less effective at improving student achievement. When compared to teachers who completed a university-based teacher education program, teachers with reduced coursework prior to entry often provide smaller initial gains in both mathematics and English language arts. Most differences disappear as the cohort matures, and many of the differences are not large in magnitude, typically 2 to 5 percent of a standard deviation. The variation in effectiveness within pathways is far greater than the average differences between pathways.

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How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement

Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates. This study examines these questions with a large student-level data set from Houston, Texas that links student characteristics and achievement with data about their teachers' certification status, experience, and degree levels from 1995-2002. The data set also allows an examination of whether Teach for America (TFA) candidates-recruits from selective universities who receive a few weeks of training before they begin teaching-are as effective as similarly experienced certified teachers. In a series of regression analyses looking at 4th and 5th grade student achievement gains on six different reading and mathematics tests over a six-year period, we find that certified teachers consistently produce stronger student achievement gains than do uncertified teachers. These findings hold for TFA recruits as well as others. Controlling for teacher experience, degrees, and student characteristics, uncertified TFA recruits are less effective than certified teachers, and perform about as well as other uncertified teachers. TFA recruits who become certified after 2 or 3 years do about as well as other certified teachers in supporting student achievement gains; however, nearly all of them leave within three years. Teachers' effectiveness appears strongly related to the preparation they have received for teaching.

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Su Jin Gatlin

Papers

Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness