Program Completion and Retention of Career Changers Pursuing Alternative Teacher Certification: Who Drops, Who Commits, and Why?

Autor/inn/en	Newton, Kristie J.; Fornaro, Elizabeth; Pecore, John
Titel	Program Completion and Retention of Career Changers Pursuing Alternative Teacher Certification: Who Drops, Who Commits, and Why?
Quelle	In: Journal of the National Association for Alternative Certification, 15 (2020) 1, (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-9727
Schlagwörter	Alternative Teacher Certification; Teacher Persistence; Career Change; Faculty Mobility; Beginning Teachers; Urban Teaching; Middle School Teachers; Mathematics Teachers; Science Teachers; Dropouts; Racial Differences; Teaching Conditions + Suchen Sie Ihr Suchwort? Career changes; Berufswechsel; Junior teacher; Junglehrer; Urban education; Stadtteilbezogenes Lernen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Science; Science teacher; Wissenschaft; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Rassenunterschied; Lehrbedingungen; Unterrichtsbedingungen
Abstract	Alternative certification programs provide a potential solution for teacher shortages in high-needs settings and content areas. These programs often attract career changers, who bring a passion for their content area and a desire to make it relevant to students. Research suggests that support during the first year is critical, but little is known about why some career changers do not complete their program or complete but do not teach. In this study, we explored program and teacher attrition using a variety of factors collected from 58 participants across six cohorts of an alternative certification program focused on mathematics and science teaching in urban middle schools. In addition, we analyzed qualitative data from eight case studies. While race was related to program completion, personal factors drove participants' choices to enter and stay in teaching, such as marital status, number of children, advanced degree, and age. Implications for supporting career changers are discussed. (As Provided).
Anmerkungen	National Association for Alternative Certification. PO Box 5750, Washington, DC 20016. Tel: 202-277-3600; Fax: 202-403-3545; e-mail: info@alternativecertification.org; Web site: http://www.alternativecertification.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01