Teacher Residency as an Alternative Teacher Preparation Program: A Program Review

Year 2022, Volume: 11 Issue: 3, 351 - 372, 31.12.2022

Kemal Afacan

Abstract

Teacher residency programs have emerged as an alternative teacher preparation program that prepares teacher candidates; also known as residents, for high-need areas such as special education
in the United States of America. The purpose of this study was to conduct a systematic review of the literature on teacher residency programs in the United States of America. Electronic
databases were searched for articles examining teacher residency programs. Forty-five articles met the inclusion criteria. Results from the analysis of the articles and some selected
teacher residency programs showed that the most common characteristic of teacher residency programs was a yearlong clinical residency experience. Residents also committed to teaching
in a high-need school district upon completion of their programs. The most common goal was to increase teacher retention in high-need schools. Moreover, the programs offered induction
support for residents upon completion of their programs. Limitations of teacher residency programs and directions for future research were provided.

Keywords

teacher residency, teacher preparation, special education, high-need areas

Supporting Institution

The author acknowledges the support of the Forward Madison Partnership during the initial work on teacher residency program models

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