Volume 2 - Issue 1 - DBU Journal of K-12 Educational Research - Page 74

72 Table 4. Beginning Teacher Response Modes by Certification Pathway of responses. More traditionally certified beginning teachers per - ceived themselves as being at least sufficiently prepared in class- room management , content knowledge , instructional planning and delivery , and overall preparedness , than did alternatively certified beginning teachers. Of note, 45% of alternatively cer - tified beginning teachers felt they were not sufficiently prepared or not at all prepared in content knowledge as compared to 11% of traditionally certified beginning teachers. A similar distinction emerged in the area of instructional planning and delivery where 31% of alternatively certified beginning teachers felt they were not sufficiently prepared or not at all prepared in contrast to 13% of traditionally certified beginning teachers. Proportionally, more alternatively certified beginning teach - ers perceived themselves as being at least sufficiently prepared in positive communication and relationships and working with special populations than did traditionally certified beginning teachers. Markedly, 33% of alternatively certified teachers and 39% of traditionally certified teachers did not feel sufficiently prepared to work with special populations. Beginning teachers from each certification route responded comparably that they felt at least a sufficient level of preparedness to address diversity (83% traditionally certified, 80% alternatively certified) and to exhibit professionalism (97% traditionally certified, 93% alterna - tively certified). Table 4 reflects the mode for beginning teacher responses by certification pathway for each of the areas listed. Differences in Perceived Area of Greatest Need Alternatively certified beginning teachers established classroom management as the area in which they needed the most support. Traditionally certified beginning teachers ranked instructional planning and delivery as the area in which they needed the most support. Campus Leader Perceptions Compared to Beginning Teacher Perceptions Table 5 compares the percentage of campus leaders to the per- centage of beginning teachers by certification route who selected Sufficiently Prepared or Well Prepared for each specified area. In general, the percentage of traditionally certified teachers who perceived their preparedness as at least minimally sufficient aligned with the percentage of campus leaders who perceived their preparation similarly except in addressing diversity . In each area, excluding content knowledge , a noticeably larger percentage of alternatively certified beginning teachers perceived the extent of their preparation as Sufficiently Prepared or Well Prepared in comparison to campus leaders’ perceptions. Findings from the current study highlight the importance of early, ongoing field experiences in a school environment that includes a student teaching component. These experiences provide hands-on opportunities for aspiring teachers to observe potent teaching models, to learn professional expectations, and to practice current, relevant pedagogy. The enduring impact of Pamela Kelly Linton, Ed.D.