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Perceptions of support for students in a university based teacher education program: understanding challenges to facilitate meaningful support
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Hamai, Crystal Ariel. Perceptions of support for students in a university based teacher education program: understanding challenges to facilitate meaningful support. Retrieved from https://doi.org/doi:10.7282/t3-edhr-2f39

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TitlePerceptions of support for students in a university based teacher education program: understanding challenges to facilitate meaningful support
NameHamai, Crystal Ariel (author); Chase, Sabrina Marie (chair); Newbold, Stephanie (internal member); Davy, James (internal member); Tutela, Joelle (outside member); Rutgers University; Graduate School - Newark
Date Created2021
Other Date2021-05 (degree)
SubjectTeacher education, Urban Systems
Extent1 online resource (xv, 176 pages)
DescriptionA significant problem in PK-12 education is teacher retention in the first five years. One avenue for looking at this problem is to uncover the challenges in preparing teachers in education programs. Students enrolled in a university based teacher education program (UBTEP) face specific obstacles such as synthesizing knowledge of their subject and pedagogical practices, navigating a costly and intricate certification process, and managing the emotional and physical aspects of finishing their college degree while learning how to work as a professional. If students are not supported both emotionally and academically as they navigate these obstacles, there may be lasting repercussions as the student moves through the program and into the teaching profession after graduation, including leaving the teaching profession within the first five years. There is a paucity of research on student support in teacher education programs and effects of this support on student outcomes and teacher retention. This case study looked at one teacher preparation program to determine if there are gaps in support for the students from entrance into the program to graduation, including their year of clinical experience, and, if there are gaps, to determine their effects. Participants included current and past students of the research site program, and administration, faculty teachers, and staff of the program. The study examined data collected from focus group interviews with students in the program and individual interviews with faculty, administration and staff of the program, to better understand teacher readiness impact on teacher retention. The results of this study contribute to the research on developing support mechanisms for students in UBTEPs.
NotePh.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-edhr-2f39
LanguageEnglish
CollectionGraduate School - Newark Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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