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What We Know and Don’t Know from Peer-Reviewed Research about Alternative Teacher Certification Programs
Kenneth M. Zeichner
University of Wisconsin-Madison
Ann K. Schulte
California State University-Chico
This article examines the peer-reviewed literature on alternative teacher certification programs in the United States to see what can be concluded about who participates in these programs, where participants teach, how long participants stay, how participants’ teaching is evaluated, and how well participants are able to promote student learning.
Journal of Teacher Education, Vol. 52, No. 4,
266-282 (2001)
DOI: 10.1177/0022487101052004002
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