{"id":8337,"date":"2016-05-01T17:40:07","date_gmt":"2016-05-01T15:40:07","guid":{"rendered":"http:\/\/bildungswissenschaft.at\/index.php\/2016\/05\/01\/lehrerausbildung\/8337\/a-growth-of-alternative-pathways-to-teaching\/"},"modified":"2016-05-01T17:40:07","modified_gmt":"2016-05-01T15:40:07","slug":"a-growth-of-alternative-pathways-to-teaching","status":"publish","type":"post","link":"https:\/\/bildungswissenschaft.at\/index.php\/2016\/05\/01\/lehrerausbildung\/8337\/a-growth-of-alternative-pathways-to-teaching\/","title":{"rendered":"A growth of &#8218;alternative pathways&#8216; to teaching &#8230;"},"content":{"rendered":"<p><span style=\"font-family: verdana, geneva; font-size: 10pt;\">\u201eAlthough the majority of teachers in most OECD countries enter the profession after having completed a tertiary teacher education programme, some countries, including the United States, have seen a growth of &#8218;alternative pathways&#8216; to teaching over the past decades. This includes alternative certification processes, which tend to involve short-term trainings lasting anywhere from a few weeks to a few months or employment-based residency training.\u201c<br \/>Luka Boeskens, MSc, u.&nbsp;a., Policies to support teachers\u2019 continuing professional learning (2020), S.&nbsp;12.<\/p>\n<p><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201eAlthough the majority of teachers in most OECD countries enter the profession after having completed a tertiary teacher education programme,<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[25],"tags":[],"class_list":["post-8337","post","type-post","status-publish","format-standard","hentry","category-lehrerausbildung"],"_links":{"self":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/8337","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/comments?post=8337"}],"version-history":[{"count":0,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/posts\/8337\/revisions"}],"wp:attachment":[{"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/media?parent=8337"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/categories?post=8337"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bildungswissenschaft.at\/index.php\/wp-json\/wp\/v2\/tags?post=8337"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}