Alternative Certified Teachers' Perceptions of New Teacher Induction

• In Event: Different Dimensions of Being a Newly Hired Teacher

Abstract

This study explores the experiences of beginning alternatively certified (AC) teachers. Using focus groups, we investigate how these teachers entered the profession and the induction supports that they received. We find that despite varied previous experiences, they struggled in areas such as student motivation, classroom management, and time management. Additionally, teacher induction programs were predominantly unfocused and overwhelming, and the quality of mentorship received ranged from fully helpful to nearly non-existent. Findings have implications for AC teacher-specific induction support and appropriate novice teacher mentorship.

Authors

• Andrew Kwok, Texas A&M University - College Station

• Caitlin Cain