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ERIC Number: ED568588
Record Type: Non-Journal
Publication Date: 2014
Pages: 109
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-7202-0
ISSN: N/A
Same Road, Different Route: Examining the Ascribed Experiences of Alternatively Trained Teachers during Their First Three Years of Teaching in Economically Disadvantaged Schools in the Southwestern United States
Poole, Sherry Teresa Whitesides
ProQuest LLC, Ph.D. Dissertation, Capella University
This research study was designed to explore the experiences of alternatively trained teachers during their first three years of teaching in low performing schools using basic qualitative research. The main purpose was to understand and verify those experiences through the perspective of the non-traditionally trained teacher, particularly in three key areas of the teacher learning process: professional development, instructional observations, and mentor/mentee relationships. The findings of the study indicated that even though previous research has highly criticized non-traditional certification programs, alternatively certified teachers are still valued and needed to fill critical teaching shortages. Although strides have been made to improve alternatively trained teacher quality, this study indicates more changes are needed to retain non-traditionally certified teachers so that they can conquer the challenges and meet demands of educating all children. [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.]
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
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A