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.

摘要

自 1980 年代以来，为了应对教师短缺，美国的替代教师认证途径获得了认可。然而，这些教师面临的独特挑战导致了对质量和保留率的担忧。本研究的目的是 (a) 调查新手替代认证教师 (ACT) 对学校领导者对其课堂成功所必需的发展支持知识的看法，以及 (b) 告知学校和高等教育领导者专业领域存在的差距。这些教师的发展机会。解决这些差距可以实现教师满意度的最终目标，从而提高课堂质量和保留率。ACT 新手认为他们的学校领导对替代认证要求和准备的了解有限，他们确定了学校领导在提供专业发展方面所做的一些努力。当机会与特定的教师挑战相关时，机会就会产生影响。