Date of Award

2025

Type

Dissertation

Major

Doctor of Education

Degree Type

Doctor of Education in Curriculum and Leadership (Educational Leadership Track)

Department

Teacher Education

First Advisor

Dr. Anna Hart

Second Advisor

Dr. Sarah Sharpe

Third Advisor

Dr. Chris LeMieux

Abstract

The shortage of qualified teachers in the United States has been a persistent issue for decades. The number of qualified candidates to fill teaching vacancies has fallen short as the number of teachers needed to educate today continues to increase (Carothers et al., 2019). Traditionally, teacher preparation programs were the primary source of certified teachers. However, these programs have been decimated by declining student enrollment and by criticisms that they do not meet the needs of prospective teaching candidates today (Darling-Hammond, 2020). In recent years, the shortage has become even more acute, with some regions facing severe teacher shortages (Carothers et al., 2019). This shortage of qualified teaching candidates has negatively impacted student achievement by undermining instructional experiences designed to promote it; therefore, the issue of teacher preparation cannot be taken lightly by policymakers (Putman & Walsh, 2021). In response to the overwhelming challenge of teacher shortages, a variety of preparation programs have emerged as an alternative to traditional programs. These programs offer prospective career switchers with field expertise the opportunity to become certified teachers. While alternatively prepared candidates may lack the pedagogy and skills of traditionally trained teachers, they bring valuable expertise and maturity to the classroom (Matsko et al., 2022). Various organizations and institutions, including universities, school districts, and nonprofit organizations, offer alternative preparation programs. These preparation programs offer prospective teaching candidates a viable, quicker option to enter the teaching profession without expectations of traditional route certification (Matsko et al., 2022) Alternative preparation programs have become increasingly popular in recent years, with approximately 1 in 5 new teachers entering the classroom through them. These programs attract a diverse pool of candidates who may not have considered teaching as a career option through

traditional routes. Candidates in these programs bring unique experiences and perspectives to the classroom, which can be valuable for students from diverse backgrounds (Woods, 2016; Darling- Hammond, 2020; Matsko et al., 2022). Therefore, the purpose of this study was to explore the perceptions of initial preparation training, support, and resources through the lived voices of alternatively certified educators. Examined through the lens of Carol Dweck’s (2006) Growth Mindset Theory and Shulman’s (1986) PCK Framework, data were collected from nine elementary alternatively certified educators representing two GaTAPP program providers and six local school districts in the state of Georgia. The study used open-ended questionnaires, semi- structured interviews lasting approximately 45-60 minutes, and artifact collection to gather data on the lived experiences of alternatively certified educators. Using Saldana’s (2019) coding technique, data were systematically coded using open, axial, and selective coding, leading to theme development. The overarching findings presented six themes representing the lived experiences of alternatively certified educators: Career transition, support systems, gaps in preparation, instructional and pedagogical growth, growth mindset, and professional growth and identity. Participants acknowledged that mentorship, collaboration, reflective practices, and consistent feedback helped them build confidence while deepening their pedagogical content knowledge and transforming their professional identity into one that sustained their sense of belonging in the education field. The findings of the study have important implications for local school districts, program providers, and policy makers as they work collaboratively to plan, prepare, and strengthen the teaching pipeline, emphasizing the importance of continued collaboration of all stakeholders to incorporate growth mindset training, create a coaching culture, and sustain continued support beyond initial certification completion.

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