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ERIC Number: EJ762153
Record Type: Journal
Publication Date: 2006
Pages: 9
Abstractor: Author
Reference Count: 8
ISBN: N/A
ISSN: ISSN-0890-6459
A Critical Incident Inquiry: Credentialed Teachers Who Do Not Teach
Alastuey, Lisa; Justice, Madeline; Hardy, James; Weeks, Sandy
Teacher Education and Practice, v19 n1 p71-79 Win 2006
This research study involved the identification and categorization of critical incidents related to individuals who completed the teacher education program but did not teach in public school classrooms. The methodology of the study followed the guidelines put forth by John Flanagan's critical incident technique. This study was conducted during the spring and summer semesters of 2004. Participants included 32 credentialed teachers who graduated between August 2000 and December 2003 from a senior-level university field-based teacher education program. Data analysis was conducted by categorization of themes that emerged from the incidents reported. A total of 56 critical incidents were reported. The results of the critical incident study identified 11 categories as reasons for not entering the public classroom: job availability, student-teacher-mentor relationship, family issues, salary/benefits, poor teacher preparation, perception, politics/religion, more credentials, alternative employment, criminal background, and nondiscernable. (Contains 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas