Teacher Preparation in Texas
PROGRAM SELECTION AND ADMISSION What are the characteristics of EPP applicants? What is the academic profile of candidates admitted to EPPs? What are the recent EPP admission trends? After someone decides to become a teacher, they must then apply to an Educator Preparation Program in Texas. Analyzing the motivational factors of the applicants and enrollees in an EPP, along with the make-up and structure of the candidate pool, helps to provide an understanding of the EPP landscape. These factors can reveal opportunities for intervention and candidate support that might significantly increase the diversity of the teaching profession (Rae & Montenegro, 2020). Figure 3. EPP Entry: Self-Reported Motivations and Barriers
Encouragement from social network
Diverse funding sources for tuition and living costs
Concern for program reputation and quality
Alternative (IHE)
Traditional
Low level of awareness of and preparation for certification requirements
Intrinsic motivation to teach
High program costs
Program structure founded on applied learning and skill development
Alternative (non-IHE)
Misalignment between expectations and reality
High admission standards
Limited financial stress
Program structure flexibility (parttime, online, asynchronous)
Post-Baccalaureate
Less encouragement from social network to teach
Competing personal commitments (e.g., dependent children, part-time jobs)
Source: (Rae & Montenegro, 2020)
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