- Author : Jane E. Briggs
- Publisher :
- Release : 2008
- ISBN :
- Pages : 182 pages
Perceptions of Career and Technical Education Teachers about Teacher Mentoring and Teacher Retention
Download or read book Perceptions of Career and Technical Education Teachers about Teacher Mentoring and Teacher Retention written by Jane E. Briggs and published by . This book was released on 2008 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The importance of supporting new career and technical education teachers has been emphasized as a component of any induction program designed to improve teacher excellence, teacher retention, and ultimately, student achievement. Limited research has been done recently in how best to prepare, mentor, and retain career and technical education teachers who enter the teaching profession through alternative-licensure programs such as Ohio's licensure program. The problem of insufficient information in the literature regarding alternative-licensed career and technical education teachers' perceptions of their preparation to teach as evidenced through university coursework and clinical experiences as well as perceptions of their mentoring programs and activities was the central focus of this descriptive, follow-up research study. Alternative-licensed career and technical education teachers were surveyed regarding their perceptions of the teacher licensure coursework taken between 1995 and 2006 at The Ohio State University. In addition, participants were surveyed concerning their perceptions of mentoring activities and programs in which they participated in the early stages of their teaching careers. As a part of the study, the employment status of the alternative-licensed teachers was also determined to see if those who obtained licensure were working in the field and planning to keep their teaching or education-related positions. Recommendations from the study included the need for mentors to be screened, assigned during the first year even to those teachers hired late, and well trained as to their role, expectations, listening ability, and willingness to give time to the new teacher. Secondly, mentors for alternative-licensed career and technical education teachers need to match with their mentees in content knowledge. Third is the need to avoid duplication of university coursework and mentoring content. Fourth, this study showed that two-thirds of all mentoring programs were being designed either fully or partially in-house, with program content variations by school district. Additional work to design a more research-based, systematic mentoring program for these teachers would be beneficial. Further research needs to be completed on characteristics of successful alternative-licensed career and technical education teacher mentors and on the development of an updated induction model for alternative-licensed teachers and their unique professional development needs.