Perspectives on Teaching from Alternative Certification Teachers from Diverse Backgrounds

Autor/in	Evans, Brian R.
Titel	Perspectives on Teaching from Alternative Certification Teachers from Diverse Backgrounds
Quelle	In: Journal of the National Association for Alternative Certification, 9 (2014) 1, S.32-40 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-9727
Schlagwörter	Stellungnahme; Alternative Teacher Certification; Interviews; Teacher Attitudes; Diversity (Faculty); African American Teachers; Minority Group Teachers; Teacher Student Relationship; Parent Teacher Cooperation; Teacher Education; Teacher Education Programs; Adjunct Faculty; Mathematics Education; New York + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Lehrerverhalten; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrerausbildung; Lehrerbildung; Mathematische Bildung
Abstract	This article presents an interview with five teachers in an alternative certification program at a university in New York. All of the teachers were from the New York City Teaching Fellows (NYCTF) program, which is an alternative certification program in New York designed to quickly place teachers in high need schools throughout the city. The purpose was to understand the perspectives on teaching from a small group of diverse teachers in the NYCTF program. Black female, Black male, Latina female, and two Latino male teachers were interviewed, and it was found that all of the teachers indicated that their ethnic/racial backgrounds helped them to either connect with students or parents in the schools. Teachers commonly indicated student behavior and lack of resources as particular challenges in their schools, and teachers generally felt the greatest rewards involved student growth and achievement. (As Provided).
Anmerkungen	National Association for Alternative Certification. PO Box 5750, Washington, DC 20016. Tel: 202-277-3600; Fax: 202-403-3545; e-mail: info@alternativecertification.org; Web site: http://www.alternativecertification.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01