An Ohio Model for Articulated Teacher Education

Abstract

Due to teacher shortages and the need for increased diversity within the teaching profession, there is a renewed interest in the utilization of community colleges for the preparation of P–12 teachers. Various articulation models have been proposed in several states. This case study explores the collaboration between a large, urban community college and a research I university for the preparation of business-education teachers in the state of Ohio. Reasons for the partnership are described, along with the challenges faced and the strategies used to develop a seamless pathway for a true “2 + 2” program for teacher education.