Perceptions of Beginning Secondary Alternatively Licensed Family and Consumer Sciences Teachers in Kansas: A Case Study

Autor/in	Snell, Jennifer S.
Titel	Perceptions of Beginning Secondary Alternatively Licensed Family and Consumer Sciences Teachers in Kansas: A Case Study
Quelle	(2022), (111 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Arkansas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3744-0841-6
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Beginning Teachers; Secondary School Teachers; Alternative Teacher Certification; Family and Consumer Sciences Teachers; Teaching Experience; Self Efficacy; Kansas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Junior teacher; Junglehrer; Self-efficacy; Selbstwirksamkeit
Abstract	Alternatively licensed Career and Technical Education teacher licensure programs have become a more conventional process for licensing new CTE teachers. Evidence from recent research supports that alternatively licensed teachers have a much greater teacher turnover rate than traditionally licensed teachers. This study focused on Family and Consumer Sciences education, which is part of the umbrella of CTE. There is limited research on new teacher training that specifically supports beginning alternatively licensed secondary FCS teachers in Kansas. This qualitative study examined the experiences of novice alternatively licensed secondary FCS teachers in Kanas who transitioned from the workforce with no previous teacher training experience. Specifically, this study investigate their sense of self-efficacy in their role. Interviews were conducted with beginning alternatively licensed secondary FCS teachers in Kansas at the beginning years of their teaching. Teachers were asked questions regarding their experience as it correlated to their sense of self-efficacy and their stories of successes and challenges they experienced. The results of this study may provide educators, mentors, administrators, and researchers with a deeper appreciation of how this unique population may come prepared to teach their content areas and where they may need to improve in essential teaching skills. The data were coded to identify themes related to the research questions. These themes were validated using triangulation methods that include member checks, multiple data points, peer-debrief and audit trails. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01