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Pathways to a Profession


by Gary Natriello & Karen Zumwalt — 2017

The need for large numbers of individuals who can serve as effective teachers for the nation’s young people has generated continuing interest in the recruitment, preparation, and retention of talented teachers for the past half-century, particularly since the civil rights and women’s rights revolutions opened a wide range of career opportunities to many for whom teaching was historically one of the few fields available. Among the policy options under development in recent decades have been alternative routes into teaching, typically preparation experiences that differ in form and/or format from the established college-based certification programs. In this Teachers College Record Yearbook, we present the results of a longitudinal examination of one early alternative route program developed by the state of New Jersey. The New Jersey Provisional Teacher Program (or Alternate Route) is of particular interest both because it was the first of a generation of such programs created by various states in the final years of the 20th century and because its creation surfaced a range of issues and tensions that all the programs following in its wake have experienced.


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Cite This Article as: Teachers College Record Volume 119 Number 14, 2017, p. 1-7
http://www.tcrecord.org ID Number: 22218, Date Accessed: 10/22/2018 7:22:09 PM

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About the Author
  • Gary Natriello
    Teachers College, Columbia University
    E-mail Author
    GARY NATRIELLO is the Ruth L. Gottesman Professor of Educational Research and professor of sociology and education at Teachers College, Columbia University. His research interests include at-risk youth, school organization, the social aspects of assessment, and networked learning.
  • Karen Zumwalt
    Teachers College, Columbia University
    E-mail Author
    KAREN ZUMWALT is Edward Evenden Professor Emerita in the Department of Curriculum and Teaching, Teachers College, Columbia University. Following public school teaching in Cleveland, Ohio, and Glencoe, Illinois, she earned her Ph.D. from the University of Chicago. She worked as a teacher educator at Smith College (Massachusetts) for three years and at Teachers College for 37 years. Her writings and research have focused on curriculum and teacher education. She won AERA’s first Interpretive Scholarship Award in 1983 for her NSSE Yearbook chapter on policy implications of research on teaching.
 
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