Realizing the Possibilities of Teacher Residency Program Features: A Multiple-Methods Program Evaluation Study

• In Event: Reenvisioning Teacher Education Policy and Programs to Construct Educational Possibilities

Abstract

As the teacher residency model gains popularity as an alternative to traditional teacher education programs, there is a growing need to comprehensively evaluate its effectiveness and salient features to ensure program quality. This multiple methods study, incorporates qualitative and quantitative data, to explore perceived program effectiveness and key features of the residency model. The study integrates culturally responsive practices into the evaluation process to promote equitable outcomes and disrupt systemic injustice in teacher education. Findings reveal positive trends in resident self-reports of program effectiveness and resident self-efficacy, highlighting mentorship and collaborative professionalism through the autoethnographic, inductive approaches. The study identifies areas for improvement, offering insights to enhance the residency model and foster equitable and effective teacher education

Authors

• Preston Martin, University at Buffalo - SUNY

• Halley A. Maza, University at Buffalo - SUNY

• Suzanne N. Rosenblith, University at Buffalo - SUNY