Teachers often cite their pre-service student-teaching experiences as the most highly valued part of their training. Yet we know very little about the impact of student teaching on teacher effectiveness.
This study examines how the student teaching experience affects teacher quality and early career teacher rentention. Results will provide training programs with concrete evidence and information that can be used for training program improvement.
We will examine four primary questions:
1) Do student teaching experiences and training influence the probability of entering the teacher workforce?
2) Do student teaching experiences and training affect the initial classroom placement of teachers?
3) Do student teaching experiences and training influence value-added measures of effectiveness of early-career teachers?
4) Do student teaching experiences and training affect teacher career-path decisions?
Krieg, J., Theobald, R., and Goldhaber, D. (2015). A Foot in the Door: Exploring the Role of Student Teaching Assignments in Initial Job Placements. CEDR Working Paper 2015-2.1. University of Washington, Seattle, WA.
Goldhaber, D., Krieg, J., and Theobald, R. (2013). Knocking on the Door to the Teaching Profession? Modeling the entry of Prospective Teachers into the Workforce. CEDR Working Paper 2013-2.4. University of Washington, Seattle, WA.
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