Literaturnachweis - Detailanzeige
| Autor/in | Kokiko, Charles M. |
|---|---|
| Titel | Learning to Teach: A Phenomenological Study of Alternatively Certified Teachers in High Need, Rural, Ohio School Districts |
| Quelle | (2009), (140 Seiten)
PDF als Volltext Ph.D. Dissertation, Robert Morris University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-1244-8299-6 |
| Schlagwörter | Hochschulschrift; Dissertation; Rural Schools; Teaching (Occupation); Mentors; Federal Legislation; School Districts; Educational Change; Federal Government; Teaching Experience; Alternative Teacher Certification; College Faculty; Universities; Interviews; Elementary Secondary Education; Ohio |
| Abstract | Education has long been a tool to societal reform. In recent years, the federal government has taken unparalleled action. Both reports such as A Nation At Risk and programs like No Child Left Behind have increased the Federal Government's involvement in education to unprecedented levels. In order to meet the new standards, educators have begun to look at reforming teacher preparation. In the past year alone, more than 60,000 teachers were certified through alternative teacher certification programs throughout all 50 states. The purpose of this Phenomenological study was to describe teachers. experiences as they began their teaching career in rural Ohio school districts. Criteria for participation in this study was: successful completion of an alternative teaching route from one of four Ohio Colleges (Franciscan University, University of Toledo, Muskingum College, University of Dayton), currently in their first or second year of employment, and employed by a rural school district in Ohio. The eleven individuals selected for this study were recruited through networking and snowballing. Data was collected through individually recorded interviews lasting approximately 40 minutes. The in-depth, one on one interviews were then transcribed verbatim. Data was analyzed through emergent coding for the purposes of identifying themes. By examining the lived experience of alternatively certified teachers, the researcher determined that a few aspects of alternative certification could be enhanced. The study established that the mentoring experience needs to be improved and school administrators, as well as college faculty, should be better acquainted with the alternative certification process. Overall, alternative certification was effective in drawing diverse, mid-career individuals into rural Ohio school districts who otherwise stated they would not have entered the teaching profession. The participants were particularly attracted by the accelerated format of alternative programs and the ability to continue working while obtaining certification. On the other hand, the diversity generated by the program itself produced areas in need of improvement. Participants in this study had a wide range of prior teaching experience and as a result shared mixed feelings about the alternative programs ability to meet their individual needs. Furthermore, the alternatively certified teachers reported the need to increase general awareness of alternative certification. More education on alternative teacher certification should be provided to future participants, university faculty, and employing school districts. Finally, the participants of this study reported no formal mentoring. In order for alternative certification programs to fully reach their potential, they must build on their strengths and improve these areas of weakness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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