Ready and Able? Perceptions of Confidence and Teaching Support for First-Year Alternatively Certified Teachers

2021 ◽  
pp. 1-24
Author(s):  
Jeffrey Keese ◽  
Hersh Waxman ◽  
Larry J. Kelly
Keyword(s):  
First Year ◽  
Alternatively Certified ◽  
Certified Teachers ◽  
Alternatively Certified Teachers ◽  
Teaching Support

scholarly journals Principals' Perceptions about Alternate Route Programs in Rural Areas

2018 ◽  
Vol 36 (2) ◽  
Author(s):  
Devon Brenner ◽  
Anastasia Elder ◽  
Sarah Wimbish ◽  
Sara Walker
Keyword(s):  
Student Teaching ◽  
Rural Areas ◽  
First Year ◽  
Alternatively Certified ◽  
Structured Interviews ◽  
Alternate Route ◽  
School Students ◽  
Certified Teachers ◽  
Alternatively Certified Teachers ◽  
Limited Experience

Alternate route programs are increasingly serving schools in rural areas that may struggle to recruit new teachers.  In this study, ten principals of middle schools from rural areas of Mississippi were interviewed regarding their perceptions of alternate route programs’ recruitment, selection, preparation, mentorship, support, and retention practices.  Qualitative analysis of semi-structured interviews suggests that principals of rural schools had limited experience with alternatively certified teachers and, overall, their views were generally positive.  They believed that these programs would help meet the high need for teachers in the state, and alternate route candidates may provide benefits to middle school students due to their greater content knowledge, experience, and maturity. However, they also held concerns regarding the absence of student teaching, alternatively certified teachers’ readiness for the classroom, and the amount and quality of support and mentoring in the first year of teaching.  

Intention to return: alternatively certified teachers’ support, ideology and efficacy beliefs

2007 ◽  
Vol 11 (3) ◽  
pp. 263-275 ◽  
Author(s):  
Micheline S. Malow‐Iroff ◽  
Evelyn A. O’Connor ◽  
Beverly Milner Bisland
Keyword(s):  
Efficacy Beliefs ◽  
Alternatively Certified ◽  
Certified Teachers ◽  
Alternatively Certified Teachers ◽  
Intention To Return

The Role of Content Knowledge in Mathematics Teacher Preparation: A Study of Traditional and Alternative Teacher Preparation in Texas

2018 ◽  
Vol 71 (2) ◽  
pp. 233-246
Author(s):  
William H. Schmidt ◽  
Nathan A. Burroughs ◽  
Richard T. Houang ◽  
Leland S. Cogan
Keyword(s):  
Teacher Preparation ◽  
Alternatively Certified ◽  
Alternative Programs ◽  
Act Scores ◽  
Disadvantaged Schools ◽  
Certified Teachers ◽  
Alternatively Certified Teachers ◽  
Content Preparation ◽  
Traditionally Prepared ◽  
Education Statistics

Employing data from a stratified random survey of newly certified teachers in Texas, we compare the mathematical content preparation of traditional teacher program graduates with graduates of alternative programs. We find that graduates of traditional programs have statistically significantly higher content preparation even when taking precollege preparation into account. These findings were consistent across different types of alternative programs. Alternatively certified teachers reported higher college entrance exam scores in mathematics, but this was statistically significant only for Grades 4 to 8. After merging survey results with NCES (National Center for Education Statistics) data about the schools at which teachers were employed, we found similar demographic characteristics between the two types of teachers—alternatively certified teachers were not more likely to teach in disadvantaged schools. Finally, while the content preparation of teachers was consistent across types of schools, teachers in disadvantaged schools tended to have lower SAT and ACT scores for both alternatively and traditionally prepared teachers.

scholarly journals Difficulties of Alternatively Certified Teachers

2011 ◽  
Vol 44 (3) ◽  
pp. 215-246 ◽  
Author(s):  
Irvin Sam Schonfeld ◽  
Samantha J. Feinman
Keyword(s):  
Alternatively Certified ◽  
Certified Teachers ◽  
Alternatively Certified Teachers

Qualifications and Assignments of Alternatively Certified Teachers: Testing Core Assumptions

2007 ◽  
Vol 44 (3) ◽  
pp. 732-753 ◽  
Author(s):  
Lora Cohen-Vogel ◽  
Thomas M. Smith
Keyword(s):  
Effective Means ◽  
Alternatively Certified ◽  
Schools And Staffing Survey ◽  
Alternative Teacher Certification ◽  
Certified Teachers ◽  
Traditionally Certified ◽  
Alternatively Certified Teachers ◽  
Disproportionate Number ◽  
Trained Teachers ◽  
Hard To Staff Schools

By analyzing data from the Schools and Staffing Survey, the authors empirically test four of the core assumptions embedded in current arguments for expanding alternative teacher certification (AC): AC attracts experienced candidates from fields outside of education; AC attracts top-quality, well-trained teachers; AC disproportionately trains teachers to teach in hard-to-staff schools; and AC alleviates out-of-field teaching. Although there are some differences in the backgrounds of alternatively and traditionally certified teachers, the findings suggest that AC programs have not substantially changed the pool from which new teachers are drawn. Findings further indicate that AC programs do not attract a disproportionate number of candidates to teach in difficult-to-staff schools, nor are they effective means for solving the problem of out-of-field teaching.

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