Examining Preservice Teachers Classroom Management Preparation Within An Alternative Certification Teaching Program
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This sequential explanatory, mixed methods study of an alternative certification teaching program (ACTP) investigated classroom management preparation for six participants completing either a clinical or internship experience. Initially, this study explored state exit survey data on classroom management preparation for participants at an alternative certification teaching program and compared it to teachers from state university trained teaching programs. Subsequently, data were explored on six participant’s classroom management preparation, within either a clinical or intern experience, which was captured throughout an 18-week interval using surveys and semi-structured protocols during individual coaching sessions. State survey results indicate that teachers at the alternative certification program rated themselves lower in classroom management preparation than university prepared teachers. Further, the principal’s rated the teachers from the alternative certification teaching program lower on classroom management preparation than their university counterparts. Subsequent results indicate the alternative certification teachers who participated in the study responded positively to the additional classroom management preparation they received during the 18-week study period, especially during the classroom management coaching sessions. Five of six teachers in the study all show positive gains in confidence for classroom management preparation, but overall, the peaks and valleys were more pronounced for those participating in an internship. The clinical teachers reported feeling more supported by the cooperating teacher assigned to them than interns, who reported feeling isolated.
Maraffa, Douglas Matthew (2019). Examining Preservice Teachers Classroom Management Preparation Within An Alternative Certification Teaching Program. Doctoral dissertation, Texas A&M University. Available electronically from