Date
11-13-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Denise Nixon
Keywords
Teacher Preparation Programs, Retention, Alternative Route Programs, Teacher Preparation
Disciplines
Education
Recommended Citation
Hurst, Kattie, "A Qualitative Study to Understand the Experiences of Teachers Transitioning from Teacher Preparation Programs to a Title I Classroom" (2024). Doctoral Dissertations and Projects. 6166.
https://digitalcommons.liberty.edu/doctoral/6166
Abstract
The purpose of this phenomenological study was to describe the experiences of novice Title I teachers when transitioning from teacher preparation programs to full-time classroom teachers in Title I classrooms in Utah, North Dakota, and Illinois. The theories guiding this study includes the humanistic learning theory, social constructivism, and teacher identity development theory. Humanistic learning theory emphasized the importance of understanding and valuing the unique experiences and perspectives of individual learners (Rogers, 1957). Social constructivism offered a valuable framework for understanding and addressing the challenges faced by novice teachers in Title I schools by highlighting the role of social interactions, collaborative learning, and context in knowledge construction (Dillenbourg et al., 1996). Identity development theory provided a framework for understanding how individuals construct their identities through interactions, experiences, and social contexts (Beijaard, 2019; Kelchtermans, 2019). The study’s central research question, “What are the experiences of novice teachers transitioning from teacher preparation programs to full-time classroom teaching in Title I schools?” was addressed through a qualitative study approach utilizing journal entries, interviews, and surveys conducted with novice Title I teachers. These data collection methods enabled a comprehensive understanding of the experiences, challenges, and perceptions of these novice Title I educators. The study employed a phenomenological framework to guide the exploration of their lived experiences and perceptions. These experiences indicated a lack of preparedness from teacher preparation programs specifically in the areas of classroom management, preparedness for diverse populations, and instructional effectiveness.
