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oday, about one-third of the people choosing to become teachers do so at different ages than in the past, and they take various routes to preparing for their profession About two-thirds prepare to teach while they are in their junior and senior years of college, but one-third or so seek preparation after earning a bachelor s degree Many of the latter group are changing careers in their late twenties or early thirties; some are even older Traditionally, candidates who seek preparation after earning a bachelor s degree have enrolled in Master of Arts in Teaching programs immediately or shortly after completing their bachelor s degree These one- or two-year university-based programs focus on teaching, offering theory and practice In the last two decades, however, alternative teacher education programs have emerged in a variety of formats and with wide differences in thoroughness These programs give candidates some education background, perhaps in a ten-week summer session, then place them in the classroom, ideally with supervision Examples are Troops to Teachers, School-Based Teacher Education, Teach for America, Transition to Teaching Programs, and NCTeach A prospective teacher should select a teacher education program undergraduate or graduate, traditional or alternative with great care Research on and reliable assessments of most programs are available through a number of sources, among them the ERIC Center on Teaching and Teacher Education, the American Association of Colleges for Teacher Education, the National Council for Accreditation of Teacher Education, and the Teacher Education Accreditation Council
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The changes in how people approach a career in teaching have developed primarily as a result of four conditions First, the realities of teaching have been highly publicized (not always accurately) as education has gained greater public attention People exploring teaching have learned that jobs vary greatly and that teaching is no simple endeavor Particularly in urban and rural areas, it can be very dif cult A few such assignments are only for those who truly want to help disadvantaged, abused, neglected, or disillusioned youngsters and who have the temperament, the ingenuity, and the disposition to deal with them In rural schools in remote locales or poverty zones, instructional materials, equipment, media, and facilities often are inadequate Exposures and experiences available to students are usually minimal, and a teacher s personal life and privacy are limited Teachers in such schools must have a strong social commitment and the skills, emotional stability, tenacity, and personality to handle the special problems that arise Even teaching in af uent suburbs can be dif cult, particularly when students have everything money can buy, but little depth or self-discipline Most teaching positions are challenging when the school culture is radically different from the teacher s background and experience Teaching can yield great satisfaction in any situation if the t between the teacher and the situation is right, but people must carefully explore the type of school and context in which they can nd professional satisfaction and personal ful llment A second reason that people now look differently at teaching is that employment prospects are good A serious teacher shortage will exist for the next several years In a number of school districts, the shortage is critical in some areas, such as special education, mathematics, and science Improvement in salaries is the third reason that people are considering teaching differently Although the nancial rewards of teaching are far from equal to those of many other elds requiring a college degree, substantial progress has been made in the last several years In addition, job security and fringe bene ts are much better than in most other professions Finally, teaching is attracting candidates who are mature As noted earlier, about one-third of teachers in training are older twenty- ve years of age or more A number of such candidates are entering teaching from another career They bring a broader perspective and a greater seriousness to their career choice They also bring richer backgrounds and greater wisdom to their practice
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The prospect of more people choosing teaching with their eyes wide open augurs well for the profession Schools should become better places to work if they are staffed by people who select teaching after comparing it with other possibilities and taking a careful look at their own aptitudes, proclivities, and talents The purpose of this chapter is to help readers make such an examination Most of the chapter deals with teaching in public schools, later discussing some characteristics that differentiate private school teaching from public school teaching
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