Exploring alternative certification science teachers: A phenomenological study
This qualitative study uses phenomenology to examine four novice secondary science teachers who were inducted into teaching through a proprietary alternative certification agency. The teacher shortage in mathematics and science is a critical issue at the local, state and national levels, and is the motivation for this study. Analyses of the data reveal that research participants have been heavily influenced by their membership in caring communities and positive learning environments as undergraduate students and as professionals. Using the theories of validation, care, and social interdependence, the data support the notion that induction programs for novice teachers should have numerous elements of support to promote positive interdependence. This study informs stakeholders of ways to retain more teachers in the profession and reduce or eliminate the shortage of teachers, especially in mathematics and science.
Science education|Teacher education
Villa, Elsa Quiroz, "Exploring alternative certification science teachers: A phenomenological study" (2006). ETD Collection for University of Texas, El Paso. AAI1434298.