Analysis of Urban Teachers' 1st Year Experiences in an Alternative Certification Program

Ilmer, Steven; Elliott, Sharon; Snyder, Jo-Ann; Nahan, Neva; Colombo, Marie

doi:10.1080/01626620.2005.10463369

Cited by 6 publications

(5 citation statements)

References 10 publications

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“…In Swiss samples, SCTs tend to be considerably less satisfied than FCTs with social support and teacher collaboration at their schools (Joller-Graf, 2000;Troesch & Bauer, 2017b). Australian and US-American studies also identified frustrations concerning school leadership and support as main sources of job dissatisfaction in samples of SCTs (Ilmer et al, 2005;Laming & Horne, 2013). This is relevant because dissatisfaction with organisational support has been identified as a major reason for SCTs to leave the profession again (Boyd et al, 2011;Redding & Smith, 2016).…”

Section: The Role Of Social Support For Teacher Retention and Attritionmentioning

confidence: 99%

“So I had to give it up”: The role of social support for career persistence or attrition in a qualitative sample of second career teachers

Bauer¹,

Trösch²,

Aksoy³

2021

SJER

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This qualitative study uses the Job Demands-Resources framework to examine social support and its role in career retention or attrition among Swiss second career teachers (SCTs). In many countries, including Switzerland, great efforts are made to bring professionals from other occupational fields into teaching. As a result, the number of SCTs is growing, as are speculations about their skills, resources, and career persistence. A qualitative content analysis of 23 semi-structured interviews shows that support from colleagues and principals is a crucial job resource for SCTs, but seems to be positively associated with work engagement and career retention only if it is offered in forms that are sensitive to SCTs’ own needs and skills. Implications for SCT training and job induction are discussed.

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Section: The Role Of Social Support For Teacher Retention and Attritionmentioning

confidence: 99%

“So I had to give it up”: The role of social support for career persistence or attrition in a qualitative sample of second career teachers

Bauer¹,

Trösch²,

Aksoy³

2021

SJER

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“…The job-leavers identified poor working environments, lack of administrative support, poor teacher preparation, and low salaries as factors influencing both stress and attrition. Ilmer, Nahan, Elliott, Colombo, and Snyder (2005) interviewed 178 1st-year, alternatively certified teachers and found that many “expressed genuine disappointment and frustration with the lack of support they received from principals” and “a lack of support (from the schools) for working with parents” (p. 12). Schonfeld (2001), in a study of 184 1st-year female teachers, found that high rates of episodic stressors (e.g., student challenges, fighting, etc.)…”

Section: Teachers and Stressmentioning

confidence: 99%

Difficulties of Alternatively Certified Teachers

Schonfeld

Feinman

2011

Education and Urban Society

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This daily diary study followed, over a 2-week period, 252 beginning New York City public school teachers. Seventy percent were alternatively certified (New York City Teaching Fellows) and the rest, traditionally certified teachers. Alternatively certified teachers were more likely to experience stressors such as violent incidents and classroom management problems. No differences were found in exposure to stressors/difficulties such as problematic adults, student learning problems, and students experiencing emotional upset. Although differences in the rates of exposure to violent stressors could be explained by other factors (e.g., working in a low-performing school and years of experience), differences in the rates of occurrence of classroom management problems could not. Nevertheless, the high absolute rates of management problems and violence in both groups of teachers were striking and need to be addressed. The authors suggest measures to be taken to address the problem of retaining talented new teachers.

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“…Similarly, previous research has emphasised the value of support from experienced colleagues for new teachers (Anderson et al, 2014;Bauer et al, 2021;Fry & Anderson, 2011;Gordon, 2019;Haim & Amdur, 2016;Ilmer et al, 2005;O'Connor et al, 2011). In addition, previous research demonstrated a tendency to prioritise negative emotions and experiences, such as rejecting mentors due to age differences and problematic aspects of support relationships such as professional disagreements and expectations to accept role-modelling (Gordon, 2019;Haim & Amdur, 2016;Ilmer et al, 2005;Morton et al, 2006). Similarly, it was asserted in a recent literature review that SCTs perceive induction support as valuable and that they long for the recognition of their specific needs and the experiences they can offer (Ruitenburg & Tigchelaar, 2021).…”

Section: Accentuating Social Professional Supportmentioning

confidence: 98%

“…Commonly, support in the form of mentoring, as well as support from experienced colleagues and dedicated workshops during the induction period, are positively perceived by SCTs (Anderson et al, 2014;Bar-Tal et al, 2020;Fry & Anderson, 2011;Gordon, 2019;Haim & Amdur, 2016;Ilmer et al, 2005;Keck Frei et al, 2020;O'Connor et al, 2011). For example, researchers confirmed that providing effective induction support is important for new SCTs and increases the chance that they remain in the profession (Anderson et al, 2014;Fry & Anderson, 2011).…”

Section: Main Findings Of the Research Traditionmentioning

confidence: 99%

“…This support also predicts their job satisfaction (Bar-Tal et al, 2020) and contributes to their workplace learning (Keck Frei et al, 2020). SCTs viewed induction support as valuable for adjusting, developing professionally, and alleviating negative feelings, resulting in positive attitudes toward teaching Haim & Amdur, 2016;Ilmer et al, 2005). In particular, support via mentoring was identified as critical for addressing emotional dissonance (Gordon, 2019).…”

Section: Main Findings Of the Research Traditionmentioning

confidence: 99%

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Investigation of Sense-making of New Teachers With Prior Professional Experience (SCT) in Switzerland: an Interpretative Phenomenological Analysis

Weinmann¹

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This research sought to investigate the lived experiences of new teachers with prior professional occupational experience (also referred to as second-career teachers – SCT). This was within the context of a growing phenomenon – the prolonged and projected teacher shortage in Switzerland (SRF news, 2021). The objective was to increase psychological and sociological understanding of the meaning-making of SCTs, to add to interdisciplinary knowledge to conceptualise the phenomenon, and give voice to the experienced impact of the SCT phenomenon. Through the findings, I present an in-depth, idiographic analysis of the lived experiences of SCTs. Four superordinate themes were identified: ‘Directing career transformation’, ‘Making amendments to the self’, ‘Accentuating social professional support’, and ‘Implications of career transformation’. The findings suggest that participants adapted to becoming SCTs by learning in four primary ways: about their new roles; from their teaching experiences at the new workplace; from others (pupils, practitioners); and contextualising their previous professional experience. Due to those learning experiences, participants were able to reflect on how they directed their careers, highlighting what it meant to them and further constructing their career narrative. Therefore, the four superordinate themes are connected by the notion of an epic – of transforming the self by adapting to the role as teacher and teaching in a school and by narrating the meaning thereof. This research makes three original contributions to understanding the SCT phenomenon: • contributing empirical evidence on the growing SCT phenomenon in Switzerland; • applying an interdisciplinary perspective and conceptualising the phenomenon as transformation underpinned by a constructivist philosophy; and • methodological contributions including a meta-narrative analysis and employing IPA as a research philosophy and methodology. I discuss various implications for practice and research. I conclude that those who are involved in SCT career pathways (including SCTs themselves) ought to be aware of the need for SCTs to personalise their career further. Therefore, these needs can be considered in designing relevant career pathways to ensure long-term, sustainable careers in teaching to effectively respond to the aforementioned teacher shortages.

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Analysis of Urban Teachers' 1st Year Experiences in an Alternative Certification Program

Cited by 6 publications

References 10 publications

“So I had to give it up”: The role of social support for career persistence or attrition in a qualitative sample of second career teachers

“So I had to give it up”: The role of social support for career persistence or attrition in a qualitative sample of second career teachers

Difficulties of Alternatively Certified Teachers

Investigation of Sense-making of New Teachers With Prior Professional Experience (SCT) in Switzerland: an Interpretative Phenomenological Analysis

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