Abstract

This study describes and assesses factors contributing to the support and satisfaction of seven graduates of an alternate route program during their preparation and first two years of teaching. Participating in a cohort, completing a full year internship prior to assuming teaching responsibilities, and receiving mentor support during a full year internship were the most beneficial and satisfying components of the preparation program. Although colleagues were identified as an important source of support during the induction period, the support of the building principal was particularly critical. The findings imply the importance of formal and informal structures along the continuum of teacher preparation and induction to promote professional integration and retention.

pdf

Additional Information

ISSN
1534-5157
Print ISSN
0018-1498
Pages
pp. 45-56
Launched on MUSE
2002-10-01
Open Access
No
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.