The Institutional Terrain of Educator Preparation Programs: A Framework for Transforming Policies, Practices, and Outcomes of Teacher Education

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Abstract

Researchers, policymakers, and practitioners have repeatedly—and loudly—debated how to best prepare teachers, especially given the dynamic and varied landscape of educator preparation programs (EPPs). Achieving systemic—and transformational— changes in EPPs necessitates a more complete understanding of how various institutional and organizational elements from different analytic levels influence the structures, practices, and outcomes of EPPs. This paper introduces a conceptual framework that attends to the broader ecosystem and enables analyzing how the institutional context influences EPP efficacy. More specifically, the framework attends to the interconnected elements of EPPs as well as their associated teacher and student outcomes, paving the way toward just education renewal in teacher preparation by highlighting the institutional terrain of EPPs.

Authors

• Janet Solis Rodriguez, University of Texas - San Antonio

• Sarah L. Woulfin, University of Texas at Austin