Teachers' Legal Literacy: A Pilot Study Comparing Traditional and Alternative Teacher Education Programs

• In Event: Roundtable Session 40
  In Roundtable Session: Law and Education SIG Roundtable Papers

Abstract

Although the use of litigation against public schools continues to increase, research suggests that teachers tend to be legally illiterate. This paper investigates the relationship between teacher preparation programs (i.e., traditional training vs. alternate route training certification programs like Teach for America) and teacher understanding of education law. It gathers data from K-12 teachers in Charlotte, North Carolina through a five-part online survey. The research uses a post-positivist paradigm and explores potential correlations between teacher education and legal knowledge. Preliminary findings suggest that while all teachers are lacking in legal knowledge, teachers trained through traditional programs have a greater legal knowledge base than teachers trained in alternate route programs.

Authors

• Kaitlyn A. Herthel, University of North Carolina - Charlotte

• A.J. Angulo, Winthrop University