What Matters and for Whom? Exploring Characteristics of Teacher Residency Programs and Their Relationship to Participant Perceptions
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| Title: | What Matters and for Whom? Exploring Characteristics of Teacher Residency Programs and Their Relationship to Participant Perceptions |
|---|---|
| Language: | English |
| Authors: | Andrew Kwok (ORCID |
| Source: | AERA Open. 2025 11(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Education Programs, Program Content, Experiential Learning, Student Needs, Training, Knowledge Base for Teaching, Teaching Skills, Teacher Competencies, Program Effectiveness, Principals, Teachers, Student Teachers, Attitudes, Mentors, Stakeholders |
| ISSN: | 2332-8584 |
| Abstract: | This concurrent mixed-methods study descriptively explores teacher residency programs (TRPs) across the nation. We examine program and participant survey data from the National Center for Teacher Residencies (NCTR) to identify important TRP structures for resident support. Latent class analysis of program-level data reveals three types of TRPs (locally funded low tuition, multifunded multifaceted, and federally funded post-residency support), while regression models indicate significant relationships between individual program structures and participant (residents, graduates, mentors, and principals) perceptions. Qualitative analyses of multiple open response items across participants details four salient TRP structures: providing extended clinical experience, localizing individual support, offering programmatic training, and teaching practical professional knowledge. Findings inform policymakers on TRP investment, practitioners about program design, and researchers about continued large-scale evidence. |
| Abstractor: | As Provided |
| Notes: | https://www.openicpsr.org/openicpsr/project/238372/version/V1/view |
| Entry Date: | 2026 |
| Accession Number: | EJ1494438 |
| Database: | ERIC |
| Abstract: | This concurrent mixed-methods study descriptively explores teacher residency programs (TRPs) across the nation. We examine program and participant survey data from the National Center for Teacher Residencies (NCTR) to identify important TRP structures for resident support. Latent class analysis of program-level data reveals three types of TRPs (locally funded low tuition, multifunded multifaceted, and federally funded post-residency support), while regression models indicate significant relationships between individual program structures and participant (residents, graduates, mentors, and principals) perceptions. Qualitative analyses of multiple open response items across participants details four salient TRP structures: providing extended clinical experience, localizing individual support, offering programmatic training, and teaching practical professional knowledge. Findings inform policymakers on TRP investment, practitioners about program design, and researchers about continued large-scale evidence. |
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| ISSN: | 2332-8584 |
