Description
Facing a teacher shortage in math, science, and language arts secondary courses, a suburban, unified, K-12 district partnered with a university in the southwest to create a program for alternatively certified teachers. This specialized program permitted candidates to teach with an intern certificate while completing university coursework leading to certification. During this timeframe, the researcher-practitioner of this study created an alternative teacher induction program focused on cycles of action research. The model was created to capitalize on the content knowledge and work experience of alternatively certified teachers in order to inspire innovation by offering a district-based induction centering on cycles of action research. In the teachers' third year, each teacher conducted action research projects within the framework of Leader Scholar Communities which were facilitated by mentor teachers from the district with content expertise. This study examines the effects of such a model on teachers' identities and propensity toward transformative behaviors. A mixed methods approach was used to investigate the research questions and to help the researcher gain a broader perspective on the topic. Data were collected through a teacher efficacy survey, questionnaire, focus groups, semi-structured interviews, observations, and electronic data. The results from the study indicated that the participants in the study exhibited signs of professional teaching identity, especially in the constructs of on-going process, relationship between person and context, and teacher agency. Additionally, the participants referenced numerous perspective transformations as a result of participating in cycles of action research within the framework of a Community of Practice framework. Implications from this study include valuing alternatively certified teachers, creating outcome-based teacher induction programs, and replicating the T3IP model to include professional development opportunities beyond this unique context.
Details
Title
- Tseunis Transformative Teacher Induction Plan, T3IP: TTTIPing the scale in favor of reform
Contributors
- Tseunis, Paula (Author)
- Puckett, Kathleen (Thesis advisor)
- Foulger, Teresa (Committee member)
- Harris, Connie (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2011
Subjects
- Teacher Education
- Educational leadership
- Action Research
- alternative certification
- Community Of Practice
- Identity
- teacher induction
- Transformative Learning
- Teacher orientation--Southwest, New--Case studies.
- Teacher orientation
- Teachers--Alternative certification--Southwest, New--Case studies.
- Teachers
- High school teachers--Training of--Southwest, New--Case studies.
- High school teachers
- Transformative learning--Southwest, New--Case studies.
- Transformative Learning
- Action research in education--Southwest, New--Case studies.
- Action research in education
- Identity (Psychology)--Southwest, New--Case studies.
- Identity (Psychology)
Resource Type
Collections this item is in
Note
- thesisPartial requirement for: Ed. D., Arizona State University, 2011
- bibliographyIncludes bibliographical references (p. 74-80)
- Field of study: Leadership and innovation (Policy and administration)
Citation and reuse
Statement of Responsibility
by Paula Tseunis