Evaluation of a teacher pipeline program: Choosing teacher education based on self-confidence and support
Teaching and Teacher Education, ISSN: 0742-051X, Vol: 153, Page: 104842
2025
- 15Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Captures15
- Readers15
- 15
Article Description
This study evaluated the outcomes of implementing courses and student support actions within a pipeline program in Chile called the Teacher Education Access and Training Program (Spanish acronym PAP). The program's purpose is to attract high school students to teaching careers by offering them academic and support activities. A mixed-methods design was employed. Descriptive and crosstab analysis of students' retention rates revealed that students who graduated from these programs demonstrated higher rates than those accessing teacher education through other admission pathways. Qualitative content analysis of interviewees stated that PAP helped them feel more motivated and confident to enter teacher education.
Bibliographic Details
Elsevier BV
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