Concerns, uses, and reflections of teachers in a hybrid teacher education program

Abstract

The research into alternative and traditional teaching preparation programs has not shown that either pathway is superior, suggesting that each program is perceived as having more attractive characteristics than not. Some teacher education programs offer characteristics from both traditional and alternative programs. These types of hybrid programs vary, but offer the best features of the two models of teacher preparation.

The Jumpstart program at Manhattanville College is an intense, accelerated program designed primarily for career changers. The program design allows individuals to complete half of the required graduate program coursework in just over 5 months and begin paid, full time teaching under an internship certificate in the fall. They complete all other program requirements in the spring, during which time they are employed as full time teachers, and the summer.

The program includes a 39-credit course program divided into three levels: entry level, intermediate, and capstone. The entry level include foundations of education and/or multiculturalism, methods of teaching, exceptional students and classroom management, and assessment. The intermediate level courses focus on curriculum, instruction, and content specific coursework. One hundred hours of field experience and observations is also required. The capstone level includes the practicum experience of full time teaching (replacing student teaching) and associated seminars. Teachers are monitored for a full year by their mentor.

This study examined the concerns, levels of use, and levels of surface or deep knowledge of 43 intern teachers participating in this hybrid teacher education program. Data were collected at the onset and prior to the completion of the program using the Stages of Concerns Questionnaire, Levels of Use interviews, and teacher reflection journals. Findings indicated participants changed their concerns about teaching in some stages within the three phases of concern (self, task, impact). They also increased their level of use of teaching in all categories, and increased their level of both surface and deep knowledge.