Imagining Futures of Support for Alternatively Certified Black Male Special Educators Through Mentoring and PD

• In Event: AERA Roundtable Session Wednesday 9:45 am - Gold 2
  In Roundtable Session: Advancing Equity in Special and Inclusive Education

Abstract

This qualitative study explores the experiences of Black male special education teachers (BMSETs) who enter the profession through alternative certification (AC) pathways, with particular focus on how mentoring and professional development (PD) influence their perceptions of self-efficacy. Using Interpretative Phenomenological Analysis (IPA), the study draws on three rounds of in-depth interviews and reflective journal entries from each participant to capture the sensemaking process of teaching in various school contexts. The research highlights how support systems, when affirming and responsive, can strengthen teacher efficacy and learning, while inadequate or misaligned supports contribute to frustration and confusion. Findings offer insight into how various induction support models for alternatively certified educators impede or facilitate the development of self-efficacy to serve students with disabilities.

Author

• Cametreus Clardy, University of Florida