Community College Teacher Education Baccalaureate Programs: Early Evidence Yields Mixed Results

Faced with declining numbers of students in teacher education programs, policymakers in many states are considering new actions that might increase teacher supply. One approach that has gained increasing popularity is community colleges beginning to offer 4-year degrees in teacher education. This study explores state adoption of these programs and its effect on the number and diversity of students earning bachelor’s degrees in teacher education. Overall, we find no effect of these programs; however, in the limited case of a state with widespread use of community college baccalaureate (CCB) teacher education programs we find that degree production increased, yet the diversity of the graduates declined.

Becoming an Authentic Community College Teacher

In this paper, a study of how adult vocational educators develop authenticity in their teaching within a Canadian community college context is presented. Six participants from different disciplines, five of whom were relatively new teachers, and one of whom had considerable experience, were interviewed three times over two years. With the assistance of the participants, narratives were constructed for each educator. Three categories of issues—personal issues (such as confidence), college system issues (policies and procedures), and educational system issues (government mandated curriculum)—were identified as influencing the development of authenticity. Implications for teacher preparation and professional development within the college environment are discussed.

Becoming an Authentic Community College Teacher

In this paper, a study of how adult vocational educators develop authenticity in their teaching within a Canadian community college context is presented. Six participants from different disciplines, five of whom were relatively new teachers, and one of whom had considerable experience, were interviewed three times over two years. With the assistance of the participants, narratives were constructed for each educator. Three categories of issues—personal issues (such as confidence), college system issues (policies and procedures), and educational system issues (government mandated curriculum)—were identified as influencing the development of authenticity. Implications for teacher preparation and professional development within the college environment are discussed.