Search results for: Unruh Lori

The purpose of this study was to obtain information from a group of beginning teachers regarding how teachers who enter the field through alternative certification programs respond to the induction programs, in comparison to those who enter through more traditional programs. The results indicate that there are more similarities than differences in the experiences reported by 1st-year alternative-and traditional-entry teachers. These results indicate that teacher education certification programs and beginning teacher support programs need to take into consideration the unique needs of alternative-entry teachers because of their previous experiences and expectations.