Expanding the School-to-Teacher Pipeline: Growing Our Own Teachers Through a University-School Partnership Teacher Cadet Program

• In Event: Teacher Learning, Pipelines, and Development in School/University/Community Partnerships

Abstract

The purpose of this research was to investigate if students’ plans to enter the profession were impacted by their experiences in a concurrent enrollment introductory education course offered at the high school level (Teacher Cadet program). A sample population of first year college students (control group) in their introductory education class was used allowing the researchers to contrast the relative effect of the Teacher Cadet program when compared to traditional coursework offered at the undergraduate level. Prior to experience, university enrolled students reported a more positive response in their intention to enter the teaching field. Regarding their inclination at the end of the experience, both Teacher Cadets and university enrolled students reported increased means.

Authors

• Nykela Jackson, University of Central Arkansas

• Donna Wake, University of Central Arkansas