Professional Development Needs of Novice Alternatively Certified Teachers in Florida: Teachers' Perspectives

Autor/inn/en	Rose, Amanda L.; Sughrue, Jennifer A.
Titel	Professional Development Needs of Novice Alternatively Certified Teachers in Florida: Teachers' Perspectives
Quelle	In: Teacher Development, 25 (2021) 4, S.449-464 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rose, Amanda L.) ORCID (Sughrue, Jennifer A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2021.1947887
Schlagwörter	Professional Development; Educational Needs; Beginning Teachers; Elementary School Teachers; Middle School Teachers; High School Teachers; Alternative Teacher Certification; Teacher Attitudes; Teacher Persistence; Principals; Teacher Administrator Relationship; Knowledge Level; Program Effectiveness; Barriers; Florida + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Lehrerverhalten; Principal; Schulleiter; Wissensbasis
Abstract	Alternative teacher certification routes in the United States gained recognition in response to the teacher shortage since the 1980s. However, the unique challenges these teachers face result in concerns of quality and retention. The purposes of this study were to (a) investigate novice alternatively certified teachers' (ACT) perspectives on school leaders' knowledge of the developmental supports necessary for their classroom success and (b) inform school and higher education leaders about gaps that exist in professional development opportunities for these teachers. Addressing these gaps could lead to the ultimate goal of teacher satisfaction, resulting in quality and retention in the classroom. Novice ACTs perceived their school leaders had limited knowledge regarding alternative certification requirements and preparation, and they identified some efforts of their school leaders to provide professional development. Opportunities were impactful when they were relevant to specific teacher challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01