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Alternative and Authentic: A Close Look at a Successful, Nontraditional Teacher Certification Program

Alternative and Authentic: A Close Look at a Successful, Nontraditional Teacher Certification Program

Tina Wagle
Copyright: © 2017 |Pages: 12
ISBN13: 9781522510673|ISBN10: 1522510672|EISBN13: 9781522510680
DOI: 10.4018/978-1-5225-1067-3.ch004
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MLA

Wagle, Tina. "Alternative and Authentic: A Close Look at a Successful, Nontraditional Teacher Certification Program." Handbook of Research on Teacher Education and Professional Development, edited by Christie Martin and Drew Polly, IGI Global, 2017, pp. 68-79. https://doi.org/10.4018/978-1-5225-1067-3.ch004

APA

Wagle, T. (2017). Alternative and Authentic: A Close Look at a Successful, Nontraditional Teacher Certification Program. In C. Martin & D. Polly (Eds.), Handbook of Research on Teacher Education and Professional Development (pp. 68-79). IGI Global. https://doi.org/10.4018/978-1-5225-1067-3.ch004

Chicago

Wagle, Tina. "Alternative and Authentic: A Close Look at a Successful, Nontraditional Teacher Certification Program." In Handbook of Research on Teacher Education and Professional Development, edited by Christie Martin and Drew Polly, 68-79. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1067-3.ch004

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Abstract

In this piece, the author describes an alternative teacher certification program to achieve two objectives. The first is to counter an argument that current programs in this category do not fit the criteria of alternative certification pathways that were established in the 1980s. The author will use this established framework (Walsh & Jacobs, 2007) to demonstrate that such programs still frame these criteria. The second objective is to refute the seemingly wide-spread negative perception that alternative teacher certification programs often carry due to the generalization of these types of programs. This will be accomplished by describing SUNY Empire State College's Master of Arts in Teaching Program and demonstrating that it meets the high standards expected from any teacher preparation program. It is the author's hope that stakeholders with an investment in education and in teacher preparation, in particular, will not make unfounded assumptions of alternative preparations and instead understand that there are high quality programs that support the profession of teaching.

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