ERIC Number: EJ954066
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 53
Feelings of Preparedness among Alternatively Certified Teachers: What Is the Role of Program Features?
Kee, Ayana N.
Journal of Teacher Education, v63 n1 p23-38 Jan-Feb 2012
In the United States, about one third of new teachers being hired are drawn from alternative certification programs. One way to address controversy about the differences among the training experiences of teachers in traditional certification programs, fast-track alternative programs, and residency alternative programs is to examine teacher reports of how well prepared they felt in their 1st year of teaching. Using data from the 2003-2004 Schools and Staffing Survey, this study addresses questions about 1st-year teachers' backgrounds and about their feelings of preparedness. Alternatively certified teachers are found to feel somewhat less well prepared than traditionally certified teachers. Results also show that 1st-year teachers who have fewer types of education coursework and shorter field experiences feel less well prepared than teachers whose pedagogical preparation is more complete. Finally, this study suggests important implications for program administration and policy and for methodologies used in teacher education research. (Contains 5 tables and 4 figures.)
Descriptors: Certification, Alternative Teacher Certification, Readiness, Self Efficacy, Teacher Attitudes, Teacher Background, Intermode Differences, Conventional Instruction, Teacher Education Programs, Teaching Skills, Pedagogical Content Knowledge, Knowledge Base for Teaching, Educational Policy, Teacher Characteristics, Educational Research, Program Effectiveness, Teacher Surveys, Role Perception, Program Design
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)