Alternatively Certified Teachers' Perceptions of New Teacher Induction

Autor/inn/en	Kwok, Andrew; Cain, Caitlin
Titel	Alternatively Certified Teachers' Perceptions of New Teacher Induction
Quelle	In: Professional Development in Education, 49 (2023) 5, S.784-796 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kwok, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2021.1879226
Schlagwörter	Alternative Teacher Certification; Teacher Attitudes; Beginning Teacher Induction; Beginning Teachers; Barriers; Elementary School Teachers; Secondary School Teachers; Elementary Secondary Education; Texas + Suchen Sie Ihr Suchwort? Lehrerverhalten; Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Induction programmes can support new teachers to succeed in the profession (Smith and Ingersoll 2004). These programs can be particularly helpful for alternatively certified (AC) teachers, who enter the profession through non-traditional measures. AC programmes are commonly defined as 'any pathway into teaching other than the traditional, college- or university-based four-year teacher-preparation program' (Grossman and Loeb 2008, p. 4). This lack of experience can lead many new AC teachers to feel unprepared when they begin their first day of school, potentially leading to classroom management issues, lesson planning insufficiencies, and an increased risk of leaving the profession (Grossman and Loeb 2008, Ingersoll et al. 2014). AC teachers are more likely to leave the profession than traditionally certified teachers and therefore more needs to be learned about how to support this high-risk teacher population so that they can both stay in the profession and succeed quickly. This mixed methods study explores two overarching questions: (1) Who is entering AC programmes and what struggles do they have as beginning teachers? and (2) What are AC teachers' perceptions of new teacher induction programmes, broadly, and mentoring, specifically? Focus group interviews are conducted and surveys administered to AC teachers across six Texas districts to identify three emergent themes from the data. A discussion of how the findings could be translated to better support AC teachers is included. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01