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Supporting and Fostering the Development of Alternatively Certified Teachers: Creating a Collaborative Community

Abstract First-year alternatively certified teachers face significant challenges as they attempt to address the complexities of classroom teaching, particularly when they are assigned to teach in urban school settings. As the number of alternatively certified teachers continues to increase, it is important to provide them with professional development opportunities that address the challenges that they encounter in their first year of teaching. This action research study was conducted to examine a professional development model designed to support the development of a small group of first-year alternatively certified teachers in the Mary Lou Fulton Teachers College (MLFTC) at Arizona State University. As first-year teachers within the Induction, Mas... (more)
Created Date 2013
Contributor Preach, Deborah (Author) / Buss, Ray R (Advisor) / Barnett, Joshua (Committee member) / Gasket, Karen (Committee member) / Arizona State University (Publisher)
Subject Teacher education / Higher education / Alternative Certification / Professional Development / Teacher Education
Type Doctoral Dissertation
Extent 168 pages
Language English
Reuse Permissions All Rights Reserved
Note Ed.D. Leadership and Innovation 2013
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis