ERIC Number: ED466457
Record Type: RIE
Publication Date: 2002-Apr-2
Why They Stay: Alternate Route Teachers' Perspectives on Their Decisions To Continue Teaching after the Induction Period.
Jorissen, Kathleen Topolka
This study examined key factors contributing to the persistence of urban teachers who entered teaching through alternative certification programs. It explored how they constructed meanings from the processes, events, and relationships they experienced. Data came from a 1991-92 cohort of alternatively certified teachers who received tenure in 1994 or 1995 and were still in education in 1997-98. Teacher surveys and interviews indicated that teacher preparation factors contributing to teacher persistence included each component of the alternative route program consisting of pre-internship coursework and the internship experience. Participants recalled coursework as relevant and practical, transferred into short-term and long-term practice. They felt well-prepared and competent. As interns, participants forged strong relationships with their on-site mentors and each other. These relationships were critical in their development of professional skills and identity. Mentoring ensured daily contact with experienced teachers, who provided the emotional and technical support essential for developing competence and professional identity. The cohort relationship was particularly important in sustaining their commitment to the program. Relationships between cohort members were so strong that they continued into the inservice years, and several of the teachers reported continuing bonds with others in their cohorts 6 years into their teaching careers. (Contains 42 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).