Substitute Teacher | ScienceGate

In recent years the demographics of individuals pursuing teacher certification has changed. Many individuals with a bachelors degree who are interested in a change of career pursue teaching after receiving a college degree in areas other than teacher certification. Institutions of higher education have made a distinction between their traditional 18 to 22 year old college students and those career changers seeking teacher certification with a completed degree, life experience, and sometimes even experience in the classroom as a substitute teacher or teachers aid, or even a teacher. There are graduate programs designed for these post baccalaureate candidates leading to a degree and certification. In an effort to increase the retention of these non-traditional students and to ensure their success in achieving their goal of becoming a teacher, institutions of higher education have adopted different models of program delivery for non-traditional post-baccalaureate students. One such option of is cohort models in higher education. On some campuses candidates have the option of pursuing their education in a cohort model or traditional model. Does the model of program delivery make a difference in candidates success in achieving their goal of becoming a teacher? Does the model of delivery impact candidates perception about their educational experience? The questions investigated in the research are whether or not there is a difference in performance of students who complete the program in cohort model with those completing the program in traditional model and whether there is a difference of perception of the program between the two groups completing the program.

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Making My Time Count: Attempting Global Education as a Substitute Teacher in the K-12 Classroom

Journal of Contemporary Issues in Education ◽

10.20355/c5mg60 ◽

2014 ◽

Vol 9 (1) ◽

Author(s):

Jessica Scalzo

Keyword(s):

Critical Pedagogy ◽

Effective Teaching ◽

Global Education ◽

Teaching And Learning ◽

Teaching Practice ◽

Substitute Teachers ◽

Substitute Teacher ◽

Substitute Teaching ◽

K 12 ◽

Effective Teaching And Learning

This paper explores substitute teaching as a potential site for transformational Global Education. I use autoethnography to better understand my experiences as a teacher and learner, how I became a substitute teacher, and my desire to use a critical pedagogy and Global Education framework for my teaching practice in a guest teacher context. Perceptions of substitute teachers, challenges faced by substitute teachers, possible barriers to effective teaching and learning while a temporary presence, as well as various conceptions of Global Education are explored, along with where these two seemingly disparate worlds may intersect. I investigate the limits of current research regarding substitute teachers and make recommendations for embedding Global Education in the substitute teaching practice.

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