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The Impact Of Traditional And Alternative University Teacher Preparation Program Options On Secondary Teacher Candidates’ Knowledge, Skills, Dispositions, And Employment, Rebecca B. Schnabel

Student Work

The preparation of secondary teacher candidates through traditional (n = 13) or alternative (n = 15) options did not statistically significantly impact knowledge, skills or dispositions. Results for content knowledge, as measured at entrance to the program based on the Pre-Professional Skills Test, indicate that candidates who entered the traditional secondary teacher preparation program begin their studies with measured content knowledge in reading, writing, and mathematics that was congruent with the content knowledge of post-baccalaureate candidates who entered the alternative secondary teacher preparation program. Furthermore, content knowledge, based on cumulative grade point averages calculated upon completion of all …