The reliance on alternative teacher certification to address teacher quality and quantity is an educational issue worthy of study because non-traditionally prepared teachers fill the nation's classrooms. This qualitative case study explored the experiences of secondary education teachers with no preservice training who earned a professional educator certificate in Alabama through the alternative baccalaureate-level program. The central research questions of this study related to the professional needs of alternatively certified teachers and how educational leaders supported those professional needs. The conceptual framework of this project study included the National Research Center for Career and Technical Education's differentiated induction model based on technical pedagogy and collegial support to address teacher quality and attrition. The qualitative data were gathered through a series of interviews with 6 alternatively certified secondary education teachers using specific protocols. Transcribed data were coded for a priori themes aligned to the research questions, and coded data were analyzed for trends and patterns. The results indicated that the participants perceived support from administrators and teacher leaders as important to their professional development and effectiveness. As a result of this study, a professional development training program was developed for the study site to assist educational leaders in providing an induction program. Implications for positive social change include for school and district administrators to have a better understanding of the challenges that alternatively certified teachers face; they may also appreciate the importance of providing administrator support to improve teacher effectiveness, retention, and ultimately student achievement.

Since changes to the reading/language arts State Subject Area Test (SSAT) in late 2010, elementary education teacher candidates at a teacher training college in the Southern United States have experienced declining scores resulting in test failure and delaying student teaching and graduation. The purpose of this case study was to identify factors that students and faculty perceived as most beneficial in preparing students to pass the SSAT. Constructivism served as the conceptual framework for this study addressing the effects of collaboration, hands-on learning, and application of knowledge. Purposeful sampling was used to recruit 6 elementary education students who had taken the SSAT and 4 full-time reading and language arts faculty members who participated in semistructured interviews. Analysis of coded data indicated themes of preference for experiential learning, intensive strategy instruction, and a review of tested content. Based on study findings, a 3-day professional development training was created to provide students a review of tested subject matter through embedded strategy instruction and opportunities for hands-on application of learning. Implications for positive social change include preparing students to pass the SSAT in fewer attempts so they can graduate on schedule and begin their careers. Local communities may benefit from the addition of highly qualified teachers ready to enter elementary classrooms across the state during a critical teacher shortage.

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This study sought to examine the outcome of teacher education candidates’ performance on a state content exam. Seventeen participants from the class of 2012 were identified for the study of which 12 participants fully participated in the study. This study utilized data collected from the participants through the Teacher Quality Enhancement Subcontract Grant Summer/Fall/Spring 2011-2012 Workshop Series held at the private HBCU. The research design used a QUAN- QUAL-QUAN to triangulate the data through three methods of data collection: GACE early childhood education (ECE) data, GACE ECE survey questionnaire and class of 2012 member interviews. The first QUAN correlations were run on the 17 participants. The survey instrument (qualitative and descriptive statistical constructs) was completed by 12 participants. The last QUAN correlations were run on the 12 participants who completed the survey instrument. Correlation analysis was used to determine if a significant relationship existed between the independent variables (Scholastic Aptitude Test (SAT), American College Testing (ACT), high school grade point average (HSGPA), grade point average prior to preservice teaching (GPAPST), cumulative grade point average (CGPA), number of failed attempts test # 001, number of failed attempts test # 002) and dependent variables (GACE ECE test # 001 pass or fail, GACE ECE test # 002 pass or fail, exam first time pass or fail). Descriptive statistical analyses were extrapolated from the selected Likert scaled items collected from the survey instrument to test selected research questions. The findings from the survey items related to program quality for the participants’ mean was 3.05 (n =12) on a 1 to 5 Likert scale. The findings from the survey items related to motivation for the participants’ mean was 4.35 (n=12) on a 1 to 5 Likert scale. A limitation was the total participants that were available for the case study of majors for the degree in the class of 2012 (n = 17). Correlation analyses revealed a statistically significant relationship between first time pass or fail and number of failed attempts on #001; first time pass or fail and number of failed attempts on #002; test failures after first attempt on test #001 and SAT; test failures after first attempt on test #002 and SAT; program quality and GPAPST; first time pass or fail rate and perception of program quality. Recommendations for future studies include a concentrated study from public and private HBCUs and or minority serving institutions with teacher preparation programs enrolling more than 30 candidates of color in their graduating classes.

本研究之主要研究目的在於探討我國公立中小學教師檢定與聘任制度之現況、相關問題及具體改進建議，包含教師檢定與教師証相關問題、甄聘介聘教師相關問題以及教師聘約相關問題三個部分。為達成上述目的，研究者採用文獻分析法、問卷調查法以及訪談法；首先分析教師檢定與聘任制度之理論基礎，以了解教師檢定與聘任制度之意義、功能與理想制度該如何運作；接著探討美國公立中小學教師檢定聘任制度可供我國借鏡與參考之作法；接著編製『國民中小學教師檢定與聘任制度運作成效與改進途徑之問卷』，針對臺北縣市國民中小學教育行政人員、兼行政之教師、未兼行政之教師、人事、校長及家長會委員進行調查研究；然後依問卷回收後之分析結果，選取專長為檢定聘任制度的學者、教育行政界之專家、學校行政界之專家進行訪談。最後綜合研究結果，建議我國公立中小學教師檢定與聘任制度可行之改進途徑，以提供相關單位決策及後續之研究。 本研究之問卷調查對象為臺北縣市之公立中小學教育人員以及教育局行政人員，樣本之取得採分層抽樣而來，共抽取47所學校與2所教育局，574位教育人員，回收有效樣本為490份，問卷資料處理採用SPSS10.0版進行統計分析；訪談資料處理則是逐題將專家學者之意見條列歸納。 據此，研究者係將本研究之調查結果發現與文獻探討發現作成結論如下： 一、教師檢定與教師証相關問題方面 （一）我國現行初檢與複檢制度不具篩選功能，形同虛設。 （二）現行實習制度問題重重，應取消現行制度，改為職前培育課程之一部分。 （三）應將現行教師檢定制度加入檢定考試。 （四）應儘速建立教師証撤回機制以保障學生受教權。 （五）應儘速建立教師証換証機制以成為教師專業化之基礎。 二、甄聘、介聘教師相關問題 （一）教師甄選與介聘之辦理方式以縣市教育局統一辦理為佳，但仍應尊重各校選擇。 （二）各校自行辦理教師甄選有其優點，然實務上缺點更多。 （三）無論公費分發或教育局甄選介聘而來之教師都應接受教評會審查，但其審查權應有所規範。 （四）校長對教師人選有異議，仍應尊重多數教評委員之決定。 （五）教師甄選評比方式各有優缺，唯相互搭配使用，才較具客觀性。 三、教師聘約相關問題 （一）一般國民中小學教評會沒有能力、也沒有意願處理教師之解聘、停聘、不續聘及淘汰學校之不適任教師。 （一）同一學校長聘教師之聘期宜統一訂定。 （二）我國教師聘約之設計不具實質意義。 本研究根據文獻探討、調查研究發現與結論作成以下建議： 一、教師檢定、聘任制度專業組織方面，本研究之建議如下： （一）建議教育部成立全國性教師資格檢定單位，且應為常設機構。 （二）建議各縣市教育局成立教師聘任審議單位，且應為常設機構。 二、教師檢定與教師証相關問題方面，本研究之建議如下： （一）由各師資培育機構負責第一階段檢定工作，可考慮加入校內資格考。 （二）國家舉辦之檢定考試應為教師基本能力測驗。 （三）仿美國之變通檢覈制度為我國另類教育另闢師資來源管道。 三、甄聘、介聘教師相關問題，本研究之建議如下： （一）應對選擇自辦之各校有所規範，使其甄選過程兼具公正與專業。 （二）各校自行決定教師甄審辦理方式之規定可考慮加入「罰則」。 四、教師聘約設計相關問題，本研究之建議如下： （一）各校教評會對教師解聘、停聘、不續聘之職權行使，若未盡其職，校長或校務會議有權移請主管教育行政機關依法處理。 （二）建議加入定期評鑑教師之制度以為續聘之依據。 （三）適度增加長聘教師之福利待遇。 / The purpose of this study is to explore the current situation and problems of teacher certification and employment system of public elementary and junior high schools in Taiwan, and then to look for the best and practical solutions to the problematic issues, which are inclusive of teacher certification and teacher certificate/licensure, teacher selection and employment, and teacher agreement. The methods of this study comprise literature analysis, comparative approach, questionnaire investigation, as well as follow-up interviews. Subjects of this study consisted educational and school administrators, teachers, parents, and experts in Taipei. Valid data from 574 subjects were analyzed together with the information of interviews from 7 experts. The major findings of this study include : 1.Both the first stage and the second stage of current teacher certification were considered dysfunctional in evaluating pre-service teachers, so that most subjects supported the certification exam. 2.The current internship system is supposed to be cancelled, and to become a part of teacher preparation curriculum of colleges or universities. 3.1t is necessary to establish renewal and withdrawal system of teacher licensure in order to promote the teaching quality. 4.The city/county committees of teacher selection were mostly supported, but each school should still have the right to choose the way of selecting teachers. 5.Every kinds of teachers should be examined and assessed by SCTSE (school committee of teacher selection and employment ) before employed. 6.The principals should respect the decisions made by most members of SCTSE. 7.The SCTSE was considered unable and unwilling to deal with employing and unemploying teachers. 8.The device of teacher tenure was considered unmeaning.

This essay aims to research how the discussion within the two big teacher unions in Sweden has looked in three different issues. The researched issues are the question of individual and differentiated wages, the question of teacher certification and the question of career opportunities for teachers. Previous research has shown that the teacher profession has been individualized in some aspects, and through an idea analysis I investigate how this is shown in the discussion within the unions. From my material – protocols from four different congresses – I draw the conclusion that the idea of individualisation is strong from the union boards and more mixed from the members. The question of individual and differentiated wages is the issue with the biggest spread of ideas and opinions in the union discussion, while the question of teacher certification is the closest to consensus.