ERIC Number: EJ1279420
Record Type: Journal
Publication Date: 2021
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1066-8926
EISSN: N/A
Increasing Diversity in Teacher Candidates: An Oregon Model Using a Community College Pathway into Teacher Education
Monto, Cecelia
Community College Journal of Research and Practice, v45 n1 p54-64 2021
The need to diversify the teaching workforce is well documented. However, there are few resources outlining specific models to carry out this work, and even fewer examples that describe a community college academic pathway into teacher education. Because community colleges serve a high percentage of diverse students, a community college pathway into teaching represents a promising approach for increasing the diversity of the teaching workforce. This paper outlines an Oregon community college pathway into teacher education that is successfully adding diverse teachers to the Pacific Northwest region's education workforce. This paper describes a model that other institutions may want to replicate, either wholly or in part. The paper describes a set of interrelated strategies designed to support all students, with specific approaches that encourage diverse student populations. Though this paper focuses on bilingual Hispanic students, the model could be tailored to unique community college demographics in other regions.
Descriptors: Community Colleges, Preservice Teacher Education, Diversity (Faculty), Hispanic American Students, Bilingual Students, Access to Education, Alignment (Education), Articulation (Education), Bilingual Teachers, Student Leadership, Preservice Teachers, Outreach Programs, Minority Group Students, Caring, Program Effectiveness
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oregon
Grant or Contract Numbers: N/A