Preparing Mathematics and Science Teachers through a Residency Program: Perceptions and Reflections

Source: Teaching Education, Volume 25, Issue 2, 2014, pages 202-216

The purpose of THIS study was to examine preservice teachers’ perceptions about their experiences in the Teaching Residency Program for Critical Shortage Areas program.
This program designed to address teacher shortages in mathematics and science in high-need schools.
Three themes emerged from the data analysis:
(a) the residency framework,
(b) a relevant curriculum, and
(c) immersion in an authentic school context.

The findings have the potential to inform policy-makers, school administrators, university directors of school partnerships, and other individuals who have direct influence on teacher recruitment and retention.