The Features of Teacher Preparation Programs and Beginning Teacher Retention

• In Event: Roundtable Session 5
  In Roundtable Session: Assessment and Program Improvement in Teacher Preparation

Abstract

As beginning teachers continue to leave the teaching profession at high rates in the first five years of teaching, teacher preparation programs are being held accountable for the retention of their graduates. However, the field lacks research to give programs guidance to know how to increase the retention of their graduates. This study aims to begin filling that gap by examining how the structural features of teacher preparation programs, that is, elements of coursework and fieldwork are associated with beginning teacher retention.

Authors

• Courtney Preston, Florida State University

• Kirby Whittington, Florida State University