The Retention Question in Context-Specific Teacher Education: Do Beginning Teachers and Their Program Leaders See Teachers' Future Career Eye to Eye

This article was published in Teaching and Teacher Education, 
Vol. 26, Issue 3, Author(s): Eran Tamir, “The Retention Question in Context-Specific Teacher Education: Do Beginning Teachers and Their Program Leaders See Teachers' Future Career Eye to Eye“, Pages 665-678, Copyright Elsevier (April 2010).

This article discusses the challenge of retaining teachers in hard-to-staff schools. Hence, the paper examines how it is addressed in three context specific teacher education programs, which prepare teachers to teach in urban public, urban Catholic, and Jewish Day Schools in U.S.A.

The findings of this study suggest that counter to teaching force trends teachers from the three programs that the authors studied expressed high motivation to serve as teachers or leaders in their particular schools and communities.

In particular, the authors found that teachers' career commitments developed around the religious or civic missions promoted by their respective programs.

Finally, teachers' career perceptions seem to correlate, though not entirely match, with those of their program leaders.