The purpose of this study was to compare the pedagogical knowledge of teachers that were trained through traditional teacher preparation programs and those that were trained in alternate-route teacher preparation programs. Participants were selected via convenience sampling and included completers from both teacher certification pathways seeking middle level licensure (grades 5-8) from an institution of higher education in central Arkansas. The instrument used was the state licensure pedagogy exam and both the overall scaled scores and individual category scores from completers in both teacher certification groups were examined. An analysis of the results showed no significant difference in the overall scaled score and no significant difference in any of the five individual category scores that represent pedagogical knowledge. These results support the literature that there is no difference in quality of preparation between the two teacher preparation groups regarding pedagogical knowledge; however, further research is recommended.
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Journal of Graduate Education Research