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The pathways into teaching have multiplied, including alternative certifications, online programs, and test-based options, driven by policy demands such as No Child Left Behind. The article examines pressures on education schools, outlines key unanswered questions, and reviews examples of fast-track certification and local program adaptation to keep training relevant and effective.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-education-at-the-crossroads-burning-questions-that-just-wont-go-away/599667/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-education-at-the-crossroads-burning-questions-that-just-wont-go-away/599667.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is teacher education described as being at a crossroads?","Question",{"text":112,"@type":113},"It is framed as facing simultaneous recruitment, preparation, and retention crises, while policy and program pathways shift rapidly. Schools of education also face pressure to prove relevance and to demonstrate accountability for student achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What policy impetus increased the demand for highly qualified teachers?",{"text":117,"@type":113},"The Federal No Child Left Behind (NCLB) Act of 2001 required a highly qualified, state-certified teacher with a bachelor’s degree and proven subject knowledge in every classroom by the 2005-06 academic year.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article use the South Carolina example?",{"text":121,"@type":113},"It highlights a fast-track certification approach that targets career changers, accelerates entry into classrooms, and relies on tests and mentoring rather than traditional in-classroom experience or coursework.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599667,1792230533,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| | Teacher Education at the Crossroads: Burning Questions That Just Won’t Go Away |\n| --- | --- |\n\nMark Alter, New York University  \nFernando Naiditch, Montclair State University  \nIntroduction  \nWorldwide, the call and the need for highly qualified teachers is relentless, perhaps greater than any time in our history, and, concomitantly, the pathways to becoming a highly qualified teacher are more diverse than ever before—the traditional university model, alternative certifications, on-line programs, and standardized tests waiving course work have an unprecedented presence.  \nIt is hardly news there is a crisis in recruiting and educating future teachers. This is in addition to the crisis of retaining the teachers we currently have: 20% of new teachers leave the profession within their first three years; 50% of them in urban districts alone. Therefore, it is estimated that over the next ten years the United States will need over two million teachers (Guggenheim, 2004) .  \nSo, not only are we producing too few teachers, those who do enter the teaching profession are often ill prepared for the challenges associated with an increasingly rigorous and testdriven curriculum and an also increasingly culturally and linguistically diverse student population. These challenges are further intensified by instructional conditions marked by a scarcity of resources. Finding new sources and strategies for recruiting teachers, while helping existing teachers stay committed to the profession will be no easy task as conflict among various constituencies escalates.  \nSchools of education today face pressure to improve from all directions. A flurry of new studies challenges their ideological bias and low admissions standards. Critics now question their very existence, with competition from fast-track routes to certification threatening their long-held monopoly on training teachers. The soul-searching has accelerated in the United States with the Federal No Child Left Behind (NCLB) Act of 2001, which demanded a “highly qualified” teacher—state certified, with a bachelor’s degree and proven knowledge of subject—in every classroom by the end of the 2005-06 academic year (Hartocollis, 2005) . How has the US reacted to the challenge?  \nTeacher Magazine (August 5, 2007) has explored already existing alternatives to teacher recruitment and preparation focusing on fast tracks to certification. Prospective teachers across South Carolina, for example, have an opportunity for a new shortcut to getting certified to go into classrooms. The program targets career changers and can certify would-be public and private school teachers in all 50 states. The Passport to Teaching program was approved by state legislators in 2007 and can get people into classrooms faster than the traditional four-year college route. South Carolina was the seventh state to approve a streamlined fast-track certification program from prospective public school teachers. The program requirements for being certified as a teacher vary among states. Teacher candidates using the program in South Carolina can be certified to teach after passing two tests and being mentored for 10 months. More importantly, their training requires no in-classroom experience or coursework.  \nThe example from South Carolina highlights the state of Teacher Education in the country: state departments of education and local school boards are looking for a quick fix and are not planning educational policies in view of the changing demographics of school population and the teaching profession. In order to not only prepare but retain teachers in the profession and offer  \nthem the necessary support to develop and improve their teaching skills, more long-lasting solutions are needed.  \nSchools of education have long established themselves as think-tanks where ideas or suggestions on how to approach our educational challenges are generated. However, they do not seem to have demonstrated concrete solutions, either. In fact,","cbCaig2TgqjME1qY","https://ap.wps.com/l/cbCaig2TgqjME1qY","pdf",705140,18,"English","# Introduction\n## The crisis in recruiting and retaining teachers\n## Policy pressure and fast-track certification\n## Accountability and relevance of education schools\n## Critical areas and key questions\n## The roles of teachers and schools","[{\"question\":\"Why is teacher education described as being at a crossroads?\",\"answer\":\"It is framed as facing simultaneous recruitment, preparation, and retention crises, while policy and program pathways shift rapidly. Schools of education also face pressure to prove relevance and to demonstrate accountability for student achievement.\"},{\"question\":\"What policy impetus increased the demand for highly qualified teachers?\",\"answer\":\"The Federal No Child Left Behind (NCLB) Act of 2001 required a highly qualified, state-certified teacher with a bachelor’s degree and proven subject knowledge in every classroom by the 2005-06 academic year.\"},{\"question\":\"How does the article use the South Carolina example?\",\"answer\":\"It highlights a fast-track certification approach that targets career changers, accelerates entry into classrooms, and relies on tests and mentoring rather than traditional in-classroom experience or coursework.\"}]","Teacher Education at the Crossroads - Burning Questions That Just Won’t Go Away | PDF",1792089217,45]