A comparison of graduates' and principals' perceptions of California teachers prepared through alternate and traditional certification

The climbing demands for new teachers and their preparation is a critical educational reform issue facing every state in the nation. This study compared the perceptions and the experiences of Private Liberal Art University first year traditionally prepared credentialed teachers and their supervising principals with alternatively prepared teachers. The study explored the differences between these teachers in terms of how they viewed their preparation, as well as how their principals perceived a difference in their preparation. This qualitative study used interviews from 19 respondents, including 9 southern California public school administrators and 10 teachers (of 6 traditionally prepared and 4 alternatively prepared teachers). The findings indicate all principals agreed the traditional route with student teaching in diverse classroom settings with guidance of expert veteran master teachers is the most critical component to teacher preparation. Principals found traditionally prepared teachers have a better understanding of pedagogy, special education procedural knowledge, working with parents, time management, and are more comfortable collaborating with their colleagues. Principals found alternatively prepared teachers tend to be overwhelmed, exhibit a higher stress level, and are shocked at the large academic range of student abilities, but relied on strong subject matter knowledge and their personality to motivate students. The traditionally trained teachers felt well prepared for their responsibilities due to the combination of balanced coursework and student teaching which provided continuous and immediate feedback. The alternatively prepared teachers were motivated by job availability but were saddled with having to learn on the job while taking coursework. Two of the alternatively prepared teaches would have preferred the traditional route but could not afford to participate in student teaching.;The recommendations from this study include larger scale research at a variety of higher education institutions, research looking at specific successful elements within preparation models, the linking of test scores earned by K-12 students back to the preparation of these teachers, student outcomes in relation to new teacher mentor matching and school contexts, scholarship and tuition assistance and paid intern student teaching grants. The comparison of similarities and differences in teacher preparation may be used to complement data that other questions previously explored in the California State University system and Private Liberal Arts University.