Publication Date
1-2017
Place of Publication
University of Southern Maine
Keywords
Institutions of Higher Education, Title II of the Higher Education Opportunity Act
Document Type
Report
Abstract
The first section provides background and context related to teacher preparation pathways, accountability and quality assurance at the state and national levels. This is followed by a brief description of the methods used for gathering evidence related to teacher credentials and quality teachers and teacher education. The remaining report sections provide an overview of the findings from the research literature and other published reports about the evidence base related to teacher and teacher preparation program quality. To aid in organization, the reviewed components are grouped into sections: teacher content knowledge, the clinical preparation of teachers, alternative teacher certification, and teacher candidate testing and assessment. Each section summarizes the available evidence base for the included topics, and concludes with an analysis of how the evidence relates to current practices, policies, or questions in Maine.
Recommended Citation
Fallona, Catherine PhD and Johnson, Amy F. PhD, "An Examination of the Features of Evidence-based Teacher Credentialing Systems" (2017). School Improvement. 8.
https://digitalcommons.usm.maine.edu/cepare_improvement/8
Included in
Educational Assessment, Evaluation, and Research Commons, Teacher Education and Professional Development Commons
