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The shared, lived experiences of alt...

Perry-Richardson, Tonya Michelle.

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The shared, lived experiences of alternatively certified teachers of secondary mathematics: A hermeneutic phenomenological study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The shared, lived experiences of alternatively certified teachers of secondary mathematics: A hermeneutic phenomenological study./
Author:	Perry-Richardson, Tonya Michelle.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	184 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3662763
ISBN:	9781321707489

The shared, lived experiences of alternatively certified teachers of secondary mathematics: A hermeneutic phenomenological study.
Perry-Richardson, Tonya Michelle.

The shared, lived experiences of alternatively certified teachers of secondary mathematics: A hermeneutic phenomenological study. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 184 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--Mercer University, 2015.

The purpose of this study was to explore how prepared or unprepared six alternatively certified (AC), secondary mathematics teachers feel their training prepared them to teach in a Title I school. Since the research question sought to understand the experiences, perceptions and attitudes the participants shared during their first year(s) of teaching, a hermeneutic phenomenological design was used. With different perspectives given, a hermeneutic design examines each occurrence from many angles, then elaborates on what all individuals have in common. The results from this phenomenology revealed that each participant considered education a rewarding career and their choice to enroll in an AC program had a lot to do with the benefits it offered. Such benefits included quicker turnaround in obtaining a job, enrolling in tailored programs for career changers, financial assistance and the option to enter into the field with a higher degree thus, earning more money.

ISBN: 9781321707489Subjects--Topical Terms:

3172312
Teacher education.

The shared, lived experiences of alternatively certified teachers of secondary mathematics: A hermeneutic phenomenological study.
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245 1 4 $a The shared, lived experiences of alternatively certified teachers of secondary mathematics: A hermeneutic phenomenological study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 184 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Vincent W. Youngbauer.
502 $a Thesis (Ph.D.)--Mercer University, 2015.
520 $a The purpose of this study was to explore how prepared or unprepared six alternatively certified (AC), secondary mathematics teachers feel their training prepared them to teach in a Title I school. Since the research question sought to understand the experiences, perceptions and attitudes the participants shared during their first year(s) of teaching, a hermeneutic phenomenological design was used. With different perspectives given, a hermeneutic design examines each occurrence from many angles, then elaborates on what all individuals have in common. The results from this phenomenology revealed that each participant considered education a rewarding career and their choice to enroll in an AC program had a lot to do with the benefits it offered. Such benefits included quicker turnaround in obtaining a job, enrolling in tailored programs for career changers, financial assistance and the option to enter into the field with a higher degree thus, earning more money.
520 $a While initially appreciating the benefits of their program, after transitioning into the classroom, each participant recognized that their respective program did not fully prepare them to teach in a Title I school. They felt as though their program was ineffective for teaching them how to deal with classroom management issues, diverse cultures within their classroom and on how to balance the daily duties and responsibilities of a new teacher. Getting through their initial years took having a strong support system in place, as well as patience and commitment, all the while learning on the fly.
520 $a In order to increase teacher effectiveness, it is important to understand the preparation experiences of novice teachers in alternative certification programs as they are the ones who are more likely to be placed in Title I environments. Understanding their needs can help employ effective practices that can be implemented into redesigning AC programs which can also help cut down on the overall attrition rate of teachers in these schools.
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