Field-based internship models for alternative certification of science and mathematics teachers: Views of interns, mentors, and university educators

Fran Arbaugh; Sandra Abell; John Lannin; Mark Volkmann; William Boone

doi:10.12973/ejmste/75398

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Field-based internship models for alternative certification of science and mathematics teachers: Views of interns, mentors, and university educators

Journal article

Open access

Peer reviewed

Field-based internship models for alternative certification of science and mathematics teachers: Views of interns, mentors, and university educators

Fran Arbaugh, Sandra Abell, John Lannin, Mark Volkmann and William Boone

Eurasia journal of mathematics, science and technology education, Vol.3(3), pp.191-201

2007

DOI: 10.12973/ejmste/75398

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Abstract

In response to shortages of science and mathematics teachers in the U.S., many states have promoted alternative routes to certification in which individuals with non-education undergraduate degrees can become certificated in shorter timeframes than in traditional programs. One consideration in designing alternative programs is how to arrange field-based internships that help provide transformative pathways to non-traditional students in becoming a teacher. The purpose of this study was to understand the views of interns, their mentor teachers, and university personnel who participated in one alternative certification program regarding the best structures for field experiences. Through an analysis of artifacts collected in a meeting where we discussed the pros and cons of five different intership models as well as interviews with individuals in each stakeholder group, we were able to understand the various viewpoints. We found that, although perspectives were consistent within each group, they differed across the three groups. These differences were grounded in the personal needs and experiences of each group. Although our findings point to no “perfect” internship model to support the transformation of alternative certification students into teachers, they have implications for the design and enactment of field-based internships in such programs.

Alternative certification

Field-based internship models

Mathematics teacher education

Science teacher education

Details

Title: Subtitle: Field-based internship models for alternative certification of science and mathematics teachers: Views of interns, mentors, and university educators
Creators: Fran Arbaugh - University of Missouri
Sandra Abell - University of Missouri
John Lannin - University of Missouri
Mark Volkmann - University of Missouri
William Boone - Miami University
Resource Type: Journal article
Publication Details: Eurasia journal of mathematics, science and technology education, Vol.3(3), pp.191-201
DOI: 10.12973/ejmste/75398
ISSN: 1305-8215
eISSN: 1305-8223
Number of pages: 11
Language: English
Date published: 2007
Academic Unit: Teaching and Learning
Record Identifier: 9985223620902771

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