Teacher Licensure Research Articles

Broadening Participation of Teachers in Computing: Examining Postsecondary Educational Experiences and Prospective Educators’ CS Teaching Interests

Teacher shortages in K–12 computer science (CS) education negatively impact students’ access to CS courses, exposure to CS concepts, and interest in CS-related careers. To address CS teacher shortages, this study seeks to understand factors related to expressing a preference to teach CS among prospective teachers. The study team analyzed data from 27,700 prospective teacher applications accepted into the 2016–2020 Teach For America (TFA) corps (cohorts). The TFA corps is an alternative teacher development program that recruits and prepares participants to obtain their teaching certification while they work for at least two years in underserved communities on a temporary teaching license. Study results show that earning at least one postsecondary CS credit and majoring in CS are positively associated with these prospective teachers’ preference to teach CS. Findings indicate that among these accepted TFA applicants, a larger proportion of male applicants and racially minoritized applicants earned a postsecondary CS credit, majored in CS, and preferred to teach CS compared with female applicants and racially non-minoritized applicants. This study lays the foundation for future explorations of whether early exposure to CS could increase prospective teachers’ interest in teaching CS and reduce CS teacher shortages in K-12 settings. Findings from this study can also serve as a precursor to developing policies that result in a CS teacher workforce that is more representative of students enrolled in K-12 public schools.

Effectiveness of an Industry Information Technology Professional in Teaching Senior High School Computer-Related Subjects

Alongside the implementation of the K – 12 program is the ever-fast-changing advancement in the field of information technology. The said advancements greatly affect the quality of education and as well as the effectiveness of the teacher in teaching computer–related subjects in the two added years of senior high school. Since industry professionals were allowed to teach in the senior high school for as long as s/he had a masteral degree with or without the professional teacher license, the study aims to determine the effectiveness of an industry information technology professional in teaching computer-related subjects in the senior high school in terms of the learners’ academic performance.

Teacher Education and Teacher Selection Courses: Resolving Compatibility Issues of Tribhuvan University and Teacher Service Commission

This study evaluates the alignment of teacher education (TE) programs of Tribhuvan University (TU) with the teacher selection courses of Teacher Service Commission (TSC), using a comparative, exploratory-cum-explanatory research design. The data collection methods included content analysis, focus groups, and interviews. The data analysis method includes interpreted phenomenological analysis (IPA). The results showed a lack of course compatibility, with only 9% of the teacher license (TL) and teacher selection (TS) courses from the Teacher Service Commission (TSC) and Tribhuvan University (TU) being comparable. The study also questions the relevance of current TE, TL, and TS programs, particularly in incorporating professional skills and TE innovations for classroom instruction. To improve TE, respondents proposed strategies such as introducing digital pedagogy, combining pedagogical and general education subjects, updating subject-specific content, and adding practical skills for responsive teaching. The study concluded that closing the theory-practice gap in teacher education is challenging and calls for various changes, institutional cooperation, and teamwork. Similarly, the policymaking and implementing agencies of education are suggested to consider course reviews, required training for teaching professionals, sufficient internships for pre-service teachers, the use of TE's innovations and professional skills, improvements to the teacher selection process, and collaboration among education stakeholders.

Backtalk: Removing artificial barriers to licensure could ease the teacher shortage

In this opinion essay, Jori S. Beck argues that current teacher shortages could be mediated by rethinking candidate licensure. She shares various examples of how local, state, and federal policy have prevented talented candidates from earning teacher licensure. She unpacks some of the requirements for licensure, including costs, and discusses actionable steps that could be taken by state and federal government agencies to support teacher licensure.

Fostering Inclusive Dispositions: Integrating Disability Studies in Teacher Education

In the era of inclusive education, every educator can expect to have students with disabilities in their classroom. Unfortunately, preservice teachers who are not specifically pursuing special education licensure are often only expected to take one course focused on teaching students with disabilities. Given the increased emphasis on less restrictive educational placements of students with disabilities, it is vital for teacher education to promote asset-based, inclusive approaches. In this article, we share the rationale for embedding critical perspectives from the field of disability studies into teacher education courses. We further detail five course design priorities that support teacher candidates’ development of inclusive dispositions: (1) centering models of disability; (2) integrating disability history; (3) addressing language and terminology; (4) prioritizing first-person narratives; and (5) illustrating disability-inclusive curriculum. Inspired by our own experiences with developing and teaching introductory courses, the article follows one teacher educator’s fictional journey of redesigning a “Special Education 101” class with these priorities in mind. This article spotlights small but powerful shifts teacher educators can make to prepare future inclusive educators who think, talk, and teach about disability through a critical lens.

Examining Professional Training and Continuing Education of Teachers in the Junior High Schools of the Upper West Region of Ghana

Purpose: Policy document on continuing education and training of teachers after entering the workforce emphasizes that teachers are expected to partake in their career professional training. However, the Ministry of Education (2018), explained that the policy implementation challenges make the policy only good on paper and, make it appear ineffective in Ghana. The study examined the avenues for continuing education, the determinant variables, and the outcomes of continuing education in the region.
 Methodology: Survey Design, qualitative and quantitative approaches, and Multi-Stage Cluster Sampling technique were used in addition to an interview guide and a questionnaire for the data. The analysis was done with the help of the Statistical Package for Social Scientists in the form of charts, percentages and quotations from key informants.
 Findings: Avenues for continuing education were teacher licensing, inductions, schools and field visits, promotions, workshops, seminars and conferences, collegial discussions, peer group teaching, mentoring, and teaching portfolio. The determinant variables when correlated affected the avenues of continuing education. variables like gender, current educational qualification, the necessity to have incense before being qualified to teach, and being licensed as a teacher were positively related but statistically insignificant. However, marital status was negatively related to teachers’ opinions but positively related to promotion. The outcomes of professional training and continuing education included enhanced certification, reflective practitioners, lifelong learning, progressive schemes of service, and subject specialisation. Also, the teachers’ marital status had a consequential positive relationship with promotion, current education qualification, and license as a teacher.
 Unique Contribution to Theory, Policy and Practice: Continuing education, professional training, and continuous education skills are intertwined, an indication of its importance to the teacher and a wakeup call to the government for effective implementation of the policy and put in strategies to improve teachers’ skills. Also, the Human Capital Theory has been tested ant it reinforced the use of professional training and continuing education avenues for the career growth of the teachers, The Change Theory of In-service Training was also in consonance with the findings of the study and therefore, be upheld. These are significant contribution to knowledge. Teachers should give attention to continuing education and training in order to acquire more knowledge in the Region also, a call for vigorous sensitisation crusade by the study to persuade all teachers in the region to go for further education and training is in the right direction.

The Perceptions and Preparedness of Teachers towards Professional Teacher Licensing Policy in Ghana

Objective: The aim of this study was to evaluate how Senior High School teachers in the Bono Region of Ghana perceive and prepare for the implementation of the professional teacher licensing policy. Methods: The study utilized a descriptive survey approach, which allowed the researcher to directly observe the phenomena under investigation. A sample of 300 teachers from Basic Schools in the Sunyani Municipality was selected using a simple random sampling method. The participants were given a questionnaire to complete, and the heads of the selected schools were also interviewed. Results: The study revealed that teacher licensing aims to showcase the competence of teachers. Additionally, it was found that most teachers have limited knowledge about the teacher licensing policy due to a lack of discussion on the topic. There is a negative but statistically insignificant relationship between teachers’ perception and their perceived effects of the licensure policy, and their performance on the job (p-values>0.05). Conclusion: In conclusion, the study indicates that teachers generally understand that licensing grants them legal approval to practice their profession. However, the policy may impose financial burdens on teachers and potentially reduce the number of individuals pursuing a career in teaching. However, there is no statistically insignificant relationship between teachers’ perception and their perceived effects of the licensure policy, and their performance on the job.

Assessing Licensure Test Performance and Predictive Validity for Different Teacher Subgroups

We investigate the predictive validity of teacher licensure tests using data from the Massachusetts Tests for Educator Licensure (MTEL). MTEL scores predict teachers’ in-service performance ratings and contributions to student test scores (i.e., value added). We then explore whether these relationships vary for teacher candidates of color. Although candidates of color have lower first-time pass rates and are less likely to retake licensure tests, we do not find consistent evidence that MTEL scores are less predictive of student achievement gains. Finally, we find that some evidence that MTEL scores are more predictive of teacher performance ratings for teachers of color than for White teachers.

The item position effects in international examinations: the roles of gender.

The goal of the present study was to evaluate the roles of item position in terms of item difficulty levels in the assessment of aptitude. Using data from a National Examination in Saudi Arabia, the item position effect was evaluated as a teacher licensure test (GTLT) was administered using five different forms with the same items appearing in a different order. Results indicated minuscule in magnitude position effects estimates, overall, with initially 11.1% of the tests being significant but all of them failing to reach significance using the Holm-Bonferroni's and Sidak corrective procedures. With regard to gender, item position effects emerged in 47.6% of the tests after adjusting the level of significance using the Sidak correction. Interestingly, the direction of effect was consistent so that in 87% of the significant gender comparisons, item position effects were in the direction where females were spending more time on items when they appeared in later positions on the test compared to males. Assuming that items appearing later on the test are likely more difficult, the present findings suggest a profile of deep processing and active engagement in females when facing achievement tests.

Design of a New Multi-Variant Solar Panel Deployment System (Mvspds)

Multi-Variant Solar Panel Deployment System (MVSPDS) is defined as the satellite deployment System which can change its orientation according to the power supply required for the satellite or power supply source available to the satellite. To deploy the solar panels completely, it is necessary to design the deployment mechanism which has high precision and reliability. So, this method of deployment will not only provide the said benefit but also it will allow a wide range of application. Consequently, the analysis on the dynamic characteristic of the deployment mechanism must be done at an initial design stage. The design effectiveness and structural safety of the proposed solar panel module were validated by launch vibration and in-orbit environment tests at the qualification level. In this paper, the complete design of a new Multi-Variant Solar Panel Deployment System in a Satellite is proposed completely by me, where the author have inculcated various deployment methods and proposed a new method of satellite deployment. The complete design is done in the Autodesk 360 software (Educational license) where the design and animation method are extensively used to make this possible. It will be clearly depicted from the design that the structure is very compact during the process of orbit insertion. Yet when it come into working it definitely works according to the power need of the satellite. For an example when the satellite needs less amount of power it will transform itself in such a way that the amount of power generation will be less on the other hand when the satellite needs more power than the Solar Panel will change itself in such a way that it will have the maximum surface area as a result of which the power generation will be maximum. Moreover, the variety which provides is really unique as it also has the power to change its solar panel into different structure for an example it can change itself into a circle like structure it can change itself in the canister to form another structure and moreover it will work completely according to the need if programmed properly for space flight mission. And hence can give rise to a wide variety of different deployment methods.

Course Development to Address Gaps in Horticulture Content Standards for Students in an Agricultural Education Undergraduate Degree Program

Agricultural Education teacher licensure programs face a growing list of coursework needed to meet requirements with a shrinking number of credit hours available. A new course – ‘Greenhouse and Landscape Fundamentals for Educators’ was developed at Purdue University with an Agricultural Education Teacher Licensure B.S. degree program. Data utilized in creating the course included: 1) an evaluation of current Agricultural Education coursework; 2) a review of state and national Agricultural Education content and academic standards; and 3) a survey of current Indiana Agriculture teachers. Responses from the survey (n=72) of high school teachers of horticulture and/or landscape management show 61% of respondents had teaching greenhouses at their schools, and 62% reporting they were not confident with operating and maintaining a greenhouse based on bachelor level coursework they took. Respondents indicate needing more coursework in several topics: greenhouse management landscape design, landscape installation and maintenance, and plant identification. Results pointed to gaps in existing required coursework. The new course was specifically tailored to meet the needs of the Agricultural Education undergraduate students, and equip them with information and resources to call upon when they begin their teaching careers.

Teaching Licensure and Education Quality: Teachers’ Perceptions

This study surveyed 1008 teachers from K–12 public schools in Qatar regarding a performance-based teaching licensure that replaced its portfolio-based licensure. The survey, which was validated using an exploratory factor analysis (EFA), consisted of four domains: (1) Clarity of licensure procedures; (2) The perceived educational value of the license; (3) Personal gains from the license; and (4) Teachers’ recommendations for improving the licensure. Findings revealed a complex interplay of views, wherein teachers acknowledged the clarity of the licensure protocols and recognized their potential benefits for education quality. However, there remained a disconnect when it came to perceiving the protocols’ direct impact on the teachers’ own professional growth. These insights serve as valuable resources for policymakers and stakeholders, emphasizing the importance of aligning licensure policies with teachers’ needs and aspirations. Ultimately, the study underscores the significance of continuous dialogue and reflection to shape a more effective and meaningful teaching licensure framework. It contributes to the global discourse surrounding teaching licensure, accentuating the paramount significance of fostering continuous dialogue and introspection in crafting an efficacious and resonant licensure framework.

The Relationships Between Internal Program Measures and a High-Stakes Teacher Licensing Measure in Mathematics Teacher Preparation: Program Design Considerations

Accountability measures have quickly entered into formal teacher-preparation programs. As a response, we introduce the use of structural equation modeling vis-à-vis path analysis in secondary-grade mathematics teacher preparation as a methodology to test models to understand the strength of relationships to recommendations of prominent professional organizations and standards for entering the teaching profession. This longitudinal, 6-year, five-cohort study examines the relationship of program design sequencing and core components (internal measures) to an externally scored high-stakes teacher licensing examination portfolio intended to measure pedagogical content knowledge and first-year teacher readiness. The internal measures and program sequencing model explains 49.2% of the variance in relation to the standardized outcome teaching portfolio examination with high-power and medium- to large-effect statistics. We provide implications for teacher preparation with respect to recommendations of professional organizations, governments, and accreditation standards. Results should stimulate discussions and fuel future research efforts.

Alternative Route Programs Within Special Education Teacher Preparation: A Systematic Literature Review

In the United States, there exists a chronic shortage of qualified special education teachers to provide instructional services to students with disabilities. One policy solution developed to increase the number of qualified teachers is “alternative routes,” which are broadly defined as nontraditional and accelerated preparation paths to obtain a teaching license. In this systematic literature review, the authors synthesize empirical studies from 2005 to 2021, examining factors associated with alternative route programs specific to special education. First, an economic framework for the special education workforce is established. This is followed by a descriptive summary of alternative route research nested within the broader teacher labor markets. Then, a systematic literature search on alternative routes for special education teachers is analyzed. The authors found that most studies examined the role of teacher preparation cost (e.g., cost-effectiveness, federal spending), human capital (e.g., recruitment of culturally diverse teachers, location-specific capital), and program design (e.g., collaboration between stakeholders, technology). Furthermore, studies largely investigated alternative route program characteristics affiliated with institutions of higher education. The majority of researchers employed quantitative methods to analyze secondary state or survey data, while two studies used qualitative methods, and two utilized mixed methods. Implications for future research and policy recommendations needed within the recruitment and preparation of special education teachers are discussed.

The Nationwide Trends and Preparation Requirements of Alternative Route Programs in Special Education

In the United States, there exists a chronic shortage of qualified special education teachers to provide instructional services to students with disabilities. One policy solution developed to increase the number of qualified teachers is alternative routes (ARs), which are broadly defined as nontraditional and accelerated preparation paths to obtain a teaching license. In this longitudinal descriptive study, we investigate (a) the national trends of special education teacher enrollment and completion in AR programs from 2012 to 2020 and (b) the special education teacher preparation requirements in state alternative pathways that are disaggregated by their affiliation with institutions of higher education. Findings reveal that AR programs preparing special education teachers are on the rise within the United States, but they vary significantly on their preparation requirements. Implications for future research and policy recommendations needed within the recruitment and preparation of special education teachers will be discussed.

Work-Based Learning Experiences and Students With Intellectual Disability

Abstract The purpose of this study was to describe the extent to which students with intellectual disability participate in work-based learning experiences and determine whether student characteristics (e.g., gender, race/ethnicity, grade level, and support needs) relate to student participation in these activities. An online questionnaire was emailed to high school special education teachers in four states who had a state-issued teaching license in intellectual disability. A total of 266 teachers completed the questionnaire. Descriptive and inferential statistics were used to answer the research questions. Students participated in a variety of work-based learning experiences, with more students participating in school experiences than community experiences. The majority of work experiences were in one of three career clusters: (a) hospitality and tourism; (b) business, management, and administration; or (c) general work skills. Amount of time spent in work experiences varied greatly, with students spending more time in school experiences than community experiences. Student support needs and grade level were related to participation in community experiences. Grade level was also related to the amount of time students spent in school and community experiences.

Paraeducators’ Journey to Teacher Licensure: Critical Supports and Challenges

Paraeducators are considered to be a promising pool of future teachers who can help schools address the issues of teacher shortages, attrition and diversification. Paraeducators, known to be highly motivated and familiar with classroom environments, typically have work experience in fields where teacher shortages exist such as bilingual and special education. They are also more likely to share cultural and linguistic similarities with K-12 students. However, as nontraditional college students, paraeducators face academic, social, and financial challenges in their postsecondary education. In this article, we share the experiences of three case study participants who pursued the transition from paraeducator to licensed teacher. Based on a review of relevant literature and the perspectives of participants, we suggest embedded supports that promote success for paraeducators in teacher preparation programs. In addition, we provide suggestions for creating strategic partnerships between teacher preparation programs and school districts to support paraeducators in their career development.

No need to renew: The end of Japan’s teacher license renewal system and the future

In 2007, the Japanese Ministry of Education revised the Education Law to pave the way for the introduction of a teaching license renewal system in 2009. The reform required all teachers to complete at least 30 hours of training in specially tailored university courses as a prerequisite for renewal of their teaching licenses every 10 years. In late 2021, however, the government abruptly announced it was ending the scheme in 2022 in a policy about face reminiscent of the abolition of yutori kyōiku (“education without pressure”) in 2007. This qualitative study aims to examine the background, outline and issues of Japan’s license renewal system in order to understand the reasons for its demise and illustrate the similarities with the yutori kyōiku experiment. Drawing on interview data and reflections from the author’s experiences with the system over 12 years, it looks at some of Japan’s unique training opportunities and, employing examples from other countries, examines what kind of ‘training’ is needed moving forward. It concludes by calling for a widening of the interpretation of ‘training,’ and indeed, the license itself, so as to increase diversity in what is a considerably restrictive employment sector.

Recruiting and Retaining Hispanic and Latino/a/x Music Educators: A Literature Review

Hispanic and Latino/a/x students encounter substantial barriers and challenges at all educational levels when attempting to find necessary resources in secondary ensembles, graduate from high school, attend college, obtain teacher licensure, and enter the music education profession. Despite data showing growth of the Hispanic and Latino/a/x population in U.S. schools, music educators cannot assume that these numbers will equate to more diversity in the field of music education. Considering the overwhelming number of obstacles Hispanic and Latino/a/x peoples face when trying to enter the field of music education, more supports are needed to (a) recruit a more diverse educator population and (b) retain highly qualified educators.

Quantity and quality of literacy instruction for English language learners in Indiana elementary schools

Abstract This research adopts a collective case study to explore the quantity (time allocations for key literacy components and group configurations) and the quality of English language arts (ELA) instruction for Grade 1 English language learners (ELLs) across six classrooms in three Indiana elementary school districts during the 2019–2020 school year. Three teachers (treatment group) were participants in a year-long professional development (PD) program consisting of ELL teacher licensure coursework (plus instructional coaching for two of the treatment teachers). The other three teachers (control group) did not participate in the PD program. Analysis of video-recordings of teachers’ ELA instruction, coded video instances, and time allocations reveal that overall treatment teachers allocated more time for the ELA block, more time for vocabulary, comprehension, and fluency instruction, and in general provided higher quality instruction. The findings provide evidence of the effectiveness of the PD program for improving ELA instruction for ELLs. However, both control and treatment teachers have some discrepancies in the quality and quantity of their literacy instruction compared to evidence-based research. This study holds important implications for literacy educators as they identify and employ strategies best suited for ELLs.