Participation in a Traditional Mentorship Program: A Multiple Case Study of Alternatively Certified Teachers
School of Education
Doctor of Education (EdD)
Alternative Certification, Traditional Certification, Traditional Mentorship Program
Curriculum and Social Inquiry | Education | Educational Assessment, Evaluation, and Research | Educational Psychology
Thompson, Kimberly, "Participation in a Traditional Mentorship Program: A Multiple Case Study of Alternatively Certified Teachers" (2018). Doctoral Dissertations and Projects. 1743.
The purpose of this multiple case study was to understand the impact of a traditional mentorship program on 13 alternatively certified teachers in a suburban school district in the southeastern part of the state of Virginia. This research utilized a qualitative multiple case study design. Guiding this qualitative study were Knowles’ adult and Mezirow’s transformative learning theories. Knowles’ (1970) theory projects the idea of using experiential learning to construct one’s own meanings, while Mezirow’s (1995) theory advances the idea of humans constructing new ideas and meanings based on new perspectives. The central research question guiding this study was: How did participation in a traditional teacher mentorship program in a suburban school district in the southeastern part of the state of Virginia impact alternatively certified teachers’ success? Thirteen alternatively certified teachers who participated in a traditional teacher mentorship program during their first year in the profession were chosen through purposeful criterion sampling. Data collection included document analysis/archival records, field notes/observations, and teacher interviews. Preliminary analysis, coding, cross-case synthesis, and naturalistic generalizations were used for data analysis.
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