A Longitudinal Multicase Study of Eight Participants of a Teacher Residency Program

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Curriculum and Instruction

Date of Award

Spring 2021

Abstract

The purpose of this longitudinal qualitative study was to follow the progression of participants of a teacher residency program from admission to completion of their fourth year of teaching. During this 18-month program students were enrolled in master’s level classes along with spending a year in residency at the secondary level. The residency consisted of 2 semesters of field experience rotating between 2 mentor teachers. Upon completion of the program, each held a masters’ degree as well as a teaching certificate. Because of the shortage of teachers in the United States, programs to quickly certify teachers have been common for many years. Some of these allowed for field experiences of as short a time as a few months to a few weeks with little or none of it allowing for direct supervision of a mentor teacher. By following those who were able to spend a year of residency in the field through their first 4 years of teaching, the researcher collected qualitative data and determined how their preparation affected their first years of teaching as well as their future career plans. Of the 12 preservice teachers who were a part of the program, 8 were followed for the purpose of this study. Focus group interviews were conducted twice during the residency portion of the program. During the first, second, and fourth years of teaching, individual interviews were conducted. Data from the focus groups as well as the individual interviews were analyzed for the purpose of this study. At the end of the 4th year of teaching all 8 of the participants remained in the field of teaching.

Advisor

Gilbert Naizer

Subject Categories

Curriculum and Instruction | Education | Secondary Education

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