期刊名称：RMLE Online: Research in Middle Level Education
电子版ISSN：1940-4476
出版年度：2017
卷号：40
期号：6
页码：1-14
DOI：10.1080/19404476.2017.1320065
出版社：Taylor and Francis Ltd
摘要：To meet the demand for certified math and science
teachers, alternative certification programs attempt to
provide fast-track training and licensure of STEM-area
educators (Goldhaber, Kreig, Theobald, & Brown,
2014). Teachers prepared in programs with a middle
level specialization have been shown to participate in
effective practices such as teaming and collaborative
instructional strategies (Mertens, Flowers, & Mulhall,
2002). However, few preparation programs have
middle level specializations, and teachers prepared in
accelerated programs tend to have greater difficulties
with classroom management, planning, and
differentiated instruction than those prepared in
traditional programs (Darling-Hammond, 2009;
Wilson, 2011).
Researchers examined a cohort of beginning teachers
completing an accelerated STEM M.A.T. program whose
struggles with planning and engaging young adolescents
seemed outside of the norm. Utilizing the middle school
model (NMSA, 2010; Jackson & Davis, 2000), Lortie’s
(1975) apprenticeship of observation, and the formation
of teaching beliefs (Richardson, 2003) as an integrated
framework, this study sought to describe and explain the
beliefs of beginning STEM teachers prepared in an
accelerated M.A.T. program. Findings indicate new
teachers from STEM backgrounds view their students
through the lenses of their previous educational
experiences and highlight the need for traditional teacher
preparation and specialized middle level instruction.
关键词：teacher preparation ; alternative certification ; teacher beliefs
