Full metadata
Title
Supporting and fostering the development of alternatively certified teachers: creating a collaborative community
Description
First-year alternatively certified teachers face significant challenges as they attempt to address the complexities of classroom teaching, particularly when they are assigned to teach in urban school settings. As the number of alternatively certified teachers continues to increase, it is important to provide them with professional development opportunities that address the challenges that they encounter in their first year of teaching. This action research study was conducted to examine a professional development model designed to support the development of a small group of first-year alternatively certified teachers in the Mary Lou Fulton Teachers College (MLFTC) at Arizona State University. As first-year teachers within the Induction, Masters, and Certification (InMAC) program, their professional learning needs were unique. They had an immediate need to effectively acquire knowledge and apply it in their teaching practice as they concurrently completed coursework to obtain their master's degree and certification while serving as the teacher of record. This study provided the opportunity for five first-year alternatively certified teachers to participate in a project that provided professional development to meet their specific needs. This two-pronged professional development model included two components: (a) a mentoring component provided by a recently retired master teacher, and (b) a learning community that included opportunities for observation, collaboration, and reflection with National Board Certified teachers. This study was designed to improve teaching practices and increase teaching self-efficacy among the first-year alternatively certified teacher participants. Results from the mixed-method study provided evidence that the model benefited the participants by improving their teaching practices and increasing their teaching self-efficacy. In the discussion, the importance of non-evaluative feedback provided by the mentors was emphasized. Further, highly developed interpersonal relationships, effective communication processes, and helpful collaborative procedures were useful in understanding how alternatively certified teachers benefited from mentor feedback and guidance. Finally, implications for future practice and further research were offered.
Date Created
2013
Contributors
- Preach, Deborah (Author)
- Buss, Ray R (Thesis advisor)
- Barnett, Joshua (Committee member)
- Gasket, Karen (Committee member)
- Arizona State University (Publisher)
Topical Subject
- Teacher Education
- Education (Higher)
- alternative certification
- Professional Development
- Teacher Education
- Teachers--Alternative certification--Arizona.
- Teachers
- Elementary school teachers--In-service training--Arizona--Phoenix Metropolitan Area.
- Elementary school teachers
- First year teachers--In-service training--Arizona--Phoenix Metropolitan Area.
- First year teachers
- Mentoring in education--Arizona--Phoenix Metropolitan Area.
- Mentoring in education
- Professional learning communities--Arizona--Phoenix Metropolitan Area.
- Professional learning communities
Resource Type
Extent
xi, 156 p. : ill
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.17723
Statement of Responsibility
by Deborah Preach
Description Source
Viewed on December 13, 2013
Level of coding
full
Note
Partial requirement for: Ed. D., Arizona State University, 2013
Note type
thesis
Includes bibliographical references (p. 110-117)
Note type
bibliography
Field of study: Leadership and innovation
System Created
- 2013-07-12 06:13:37
System Modified
- 2021-08-30 01:42:56
- 3 years ago
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