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Why We Complete a Teacher Education Program - Credentialed Teachers

Posted on: Monday, 3 October 2005, 12:00 CDT

By Alastuey, Lisa; Justice, Madeline; Weeks, Sandy; Hardy, James

This research study involved the identification, categorization of effective critical incidents related to individuals' decision to enter and complete the teacher education program. Also these same individuals decided not to enter the public school classroom.

The methodology of the study followed the guidelines put forth by John Flanagan's Critical Incident Technique (CIT). This study was conducted during the spring and summer semesters of 2004. Participants included 32 credentialed teacher education graduates from a single senior-level university institution's field based teacher education program between the dates of August 2000 through December 2003. Data analysis was conducted by categorization of themes that emerged from the effective incidents reported. Data were analyzed qualitatively to answer the research question. The results of the critical incident study identified 9 effective incident categories.

In order to become a teacher, all states require teachers to have a bachelor's degree, pass a certification test, and complete catalog specific courses in a subject matter and education. Currently in the state of Texas, many changes are taking place regarding teacher education programs. Teachers today are no longer considered certified for "life." According to the State Board for Educator Certification (SBEC) (State Board for Educator Certification- Online, 2004), the current basic requirements for becoming a credentialed teacher in the state of Texas include the following three basic items:

1. A bachelor's degree from an accredited college or university.

2. Teacher training through an approved program.

3. Teacher certification examinations for the subject area and grade level for teaching.

Since September 1, 1999, Texas teachers have been required to earn continuing education units to keep their certification renewed. In addition, many colleges and universities are challenged to offer premier education programs that are in compliance with the ever- changing State Board of Educator Certification (SBEC) guidelines and standards. The No Child Left Behind Act requires that schools staff classrooms with "highly qualified teachers." And according to Embry (2002), "There are many qualities that contribute to being a good teacher: enthusiasm, love of children, knowledge of subject matter, verbal skills, intelligence, experience, and a strong work ethic." (Embry, 2002).

According to Morales (1994), the following reasons are why education majors choose the field of education as their career field: working with people (i.e., service), power to influence others, desire to remain in a school like environment, financial rewards, and time compatibility reasons (i.e., same schedule as that of their own children). At the same time, many teachers are leaving the teaching profession and are not considering it as a full career (Hanushek, et al., 2004). According to the State Board for Educator Certification (SBEC),

Texas has shortages in all areas. However, the need for teachers is particularly great in math, science, special education, foreign languages, technology applications, and bilingual education. The types and number of positions available vary across the state. Texas will need over 82,000 new teachers by 2008. The Bureau of Labor Statistics projects teaching as one of the fastest growing occupations over the next 5-10 years and beyond, with demand and growth continuing to increase (State Board for Educator Certification Online, 2004, What types of teaching positions are open, 1 and 3).

This creates a major challenge for many schools, especially for schools in innercity and in poor rural areas (Darling-Hammond, 2003).

Even though record numbers of college students are completing teacher certification requirements, many of them are not entering the public classroom.

Therefore, this study focused on the initial reasons individuals enter and complete the teacher education program, and pass the state test. These same individuals do not enter the public school classroom. This study identified meaningful categories for incidents reported as effective or helpful to successfully facilitating their decision to enter and complete the teacher education program.

Method of Procedure

A qualitative research design utilizing the critical incident technique was used to identify effective critical incidents of individuals' decision to enter the teacher education program. The specific procedures involved were as follows:(l). Critical Incident Technique, (2.) Formulation of Critical Incident Survey, (3.) Identification of Participants, (4.) Implementation of Data Collection, (5.) Selection and Training of the Expert Panel, (6.) Categorization and Recording of Data, and (7.) Interpretation and Reporting of Findings.

Critical Incident Technique

The Critical Incident Technique (CIT) has been widely used in the field of education (Fountain, 1999). The Critical Incident Technique (CIT) is a set of procedures for assembling and analyzing reported incidents (i.e., distinct behaviors that are directly observed). The technique (CIT) involves definite significant factors concerning human behavior in a defined situation that may help facilitate usefulness in solving practical problems and developing broad principles (Flanagan, 1954).

Carpenter (2000, 1), described the qualitative research design used for this study in his report, Critical Incident Technique: Method at a Glance.

The critical incident technique (CIT) is a method for evaluating systems in functional work environments. It relies on the idea that critical incidents will be memorable, making their capture possible either through interview, observation or self-reports. It should be noted the term "critical" implies a crucial role in a system behavior and not whether or not the event was an emergency, or a matter of life or death, though in healthcare applications this may be operative.

Carpenter (2000, Principle use 1), continued with an explanation of the principal use for the Critical Incident Technique (CIT) which has been applied to social and technical settings for more than 50 years.

It is suitable to field usability evaluation. Data obtained are potentially more valuable than observation made in laboratory settings; failures and success not seen in limited laboratory may become evident in routine use. CIT is particularly good at quick identification of a system's problem areas.

Formulation of Critical Incident Survey

A critical incident survey was developed and made available in three different forms: written survey, web-based online survey, and telephone survey.

Identification of Participants

From the database at the ExCET Coordination Office on the campus of a single Texas senior-level university, field based teacher education college students who had passed the Professional Development (PD) Examination for Certification of Educators in Texas (ExCET) or the Texas Examinations of Educator Standards (TExES) exam between August 2000 and December 2003 were identified. Additional information obtained from the ExCET Coordination Office included addresses, e-mail addresses, and telephone numbers. This file was forwarded to the State Board of Educator Certification (SBEC). A file of credentialed individuals who had never worked in the Texas public schools (i.e., not private school) was obtained. Those who sought employment from another state were not included in this study.

Implementation of Data Collection

The online and written surveys were distributed. Participants were asked to respond by a set date. A written follow-up reminder and telephone calls was sent to those who had not responded.

Selection and Training of the Expert Panel

A panel of experts from a single Texas senior-level institution's college of education department's teacher education program was chosen to be judges for the categorization of the effective critical incidents. The panel was chosen because of their proficiency, experience, and awareness of technical jargon, which may emerge in the effective critical incidents. They were trained according to the guidelines outlined by the Critical Incident Technique (CIT) and categorization process.

Categorization and Recording of Data

After all the incidents were reported, a content analysis was conducted. The basic steps included the following three steps: gather facts (incidents) about what actually happened, analyze the content, and infer how to improve performance based on the above feedback.

Interpretation and Reporting of Findings

From the research questions formed, categories and sub- categories were identified for effective incidents reported.

Treatment of the Data

Effective critical incidents from participants were reported on frequency charts and percentage tables. Narrative descriptions of results and examples of participants' recollections in their own words were recorded.

Results

The total number of effective critical incidents reported by respondents was 60. The most reported incident perceived by graduates (credential teachers) was "Teaching Children and Others" with a frequency of 8 (13.3%) of the total. The incidents "Time Off,""Teacher Education Program" and "Working with Children" ranked next in most reported incidents with a frequency \of 5 each at 8.3% of the total. The effective incidents "To Make a Difference" and "Mentors" represented 6.7% of the total incidents reported. Each of the next three effective incidents accounted for 5.0% of the total effective incidents reported, and they are as follows: "Teacher's Influence""Job Availability" and "Non-discernable." The effective incidents of "School Hours,""Family Influence""Professors,""Teacher's Pay" and "Commuting Distance to School" each accounted for 3.3% of the effective incidents reported as facilitating their decision to enter the teacher education program. The remaining effective incidents reported represented 1.7% of the total incidents: "Preparation and Exposure to ExCET""Media Attention on Education""To Be a Role Model to Kids""Subject Area""Volunteering at a School""Co-workers""Acquaintances""Substitute Teaching Experience.""Work in a Private School" and "Teacher's Aid/Bus Driver Experience" Table 1 describes the effective critical incidents recorded by participants, the frequency of occurrence, and percentage of total.

The panel of experts developed 9 categories (Table 2) under which each response fell. The final categories for effective (i.e., helpful) critical incidents facilitating the decision to enter the teacher education program in rank order and definition were as follows:

1. Loves Kids/Loves Teaching: An enjoyment of teaching and working with children.

2. Benefits of Profession: Rewards of teaching including the teaching work schedule.

3. Career Opportunities: Occupational prospects and job availability in the teaching profession.

4. Modeling: Positive examples of teachers and professors in the teaching profession.

5. Teacher Education Preparation: Professional training and experience in teacher education.

6. Personal Influences: Persuasion to enter the teacher education program through family, friends, and acquaintances.

7. Convenience: ease of the program, location of the school, and times of the classes.

8. Previous Exposure: Prior contact and exposure to the school setting and children.

9. Non-discernable: Responses that were individual in nature and did not fit an established category.

The aspects of facilitating the decision to enter the teacher education program that participants perceived as the most effective was in the category of "Loves Kids/Loves Teaching" with 31.7% of the total. The next three categories all accounted for 11.7% of the total: "Benefits of Profession""Career Opportunities," and "Modeling." The "Teacher Education Preparation" category yielded 10% of the total. The "Personal Influences" and "Previous Exposure" categories each accounted for 6.7% of the total. The remaining effective incidents categories recorded were in the "Convenience" and "Non-Discernable" category with each 5.0% of the total.

Table 2 describes the categories of effective critical incidents, the frequency of effective critical incidents, and percentages in each category. The "Loves Kids/Loves Teaching" category had the most helpful incidents. Response examples from this category were, "I have always had a strong desire to share what I know with others;" and "Loves children and want to make a difference in their lives" Other examples from this category include: "I enjoyed the subject area and I wanted to influence children in that subject area;""It is nice to help somebody and have a hand in seeing a child grow""I love working with kids and teens;""I wanted to work with children;""I enjoy teaching children;" It makes me feel good;""To be a role model;" and as one respondent simply stated in this category, "Because I love kids."

The "Benefits of the Profession" category ranked next in most reported responses. Some responsive examples of this helpful category included: "Coordinates with my children's schedule;""I am a single parent and teaching was a good thing, hours, convenience, and I could be with my daughter in the summer." Other respondents stated "Flexible hours" and "Time off (holidays and summers)"

The "Career Opportunities" category included these responses: "Steady income;""I live in a small town and there are other small towns around. Teaching is a good paying job where I live;""There are a lot of positions available in teaching, and I knew I could get a job in teaching;""The strong media attention to the lack of qualified teachers in Texas was another reason I entered;" and "You can always find a teaching job-availability:" Another respondent stated the following effective critical incident facilitating their decision to enter the teacher education program, "I substitute taught at an elementary school before entering to see if I would like it. I loved it. I don't know why I didn 't see it 20 years earlier. My ex-wife taught for 10 years before becoming a school counselor. I saw what a good career it is if someone will give you a chanced."

Examples from the helpful "Modeling" category included the following reported incidents: "One characteristic that I thought was very helpful was our campus placement with two mentor teachers, one for half semester and another mentor for the other half. It gave the interns/resident chances to experience different teaching styles;""With the exception of one, all professors I had while in the Teacher Education Program were great role-models and positive influences;""The initial support and enthusiasm of the mentor professor overseeing the program (from the college) was extremely helpful (I was in a co-hort situation)." One respondent in the study reported the following effective critical incident, "I decided to enter the teacher education program because of one of my high school teachers. I saw her pour her soul and spirit into helping students succeed each and every day. It was a refreshing and uplifting event to watch. seeing the happiness she received from teaching encouraged me to enter the teacher education program." Other examples of an effective incident were "A characteristic that caused me to want to be a teacher was seeing a person that was passionate about the subject they were teaching. I saw this both in high school and college;""My mentor/advisor was a positive influence in my life while in the program. She was able to work around my tight schedule. I still have contact with her (through email)" Another respondent stated the following helpful Modeling incident, "I entered the teacher education program because of past teachers and the positive influences they had on me."

The "Teacher Education Preparation" category included the following incidents: "The design of the Teacher Education Program was user-friendly and had lots of choices for all kinds of people." A respondent spoke of how the program helped them with the Texas Essential Knowledge and Skills (TEKS) by stating the following, "The second characteristic was that of the preparation we received at the university before becoming interns. I'd say that we were well prepared. We knew about the TEKS we were supposed to follow, and behaviors we would see in the classroom.'' Another respondent said, "the program leaves you well prepared-master teachers teaching you have many hands on teaching experiences, you are forced to get in front of the classroom from the very beginning;""Extensive preparation and exposure to ExCET;""Longer student teaching than other colleges-you have more experience when you've finished." A different respondent suggested the reputation of the school was an effective critical incident for entering the teacher education program, "the university is the best school for teachers."

Examples of the "Personal Influences" category included the following helpful incidents: "I was prompted to finish my education by comments from co-workers that I was good at teaching;""The support from my family and friends was key in my decision to enter the teacher education program;""I come from a family of educators." Another respondent said the following, "I have been in education for 22 years. I have had many people comment that I would make a great teacher when they see me interact with children.''

The "Previous Exposure" category included the following effective incident: "I was a teacher's aide for 8 years and a school bus driver; this exposure and experience influenced me. Seeing where the children lived, I wanted to do more than just drive a bus and 'aid' the teacher."

A different respondent pointed to exposure of the teachers' aid alternative certification program as an effective incident, "After many years of working in a private school in the Dallas area, I finally realized my dream of returning to school to be certified to teach. The teachers' aid alternative certification program was instrumental in helping me make the decision to take the classes I needed to obtain my degree. Without being able to continue working while also attending classes, I would not have been able to complete the degree." Another respondent spoke of the volunteer experience as an effective incident to the decision to enter the teacher education program, "An activity I thought was most helpful was volunteering at a school. I found a grade level that suited me and was able to work with those kids on projects and homework."

The "Convenience" category included the following effective critical incidents: "The university is close enough to commute from Rowlett without a lot of trouble;""The college was close to my home. I could easily commute from Paris to Commerce. I was not mobile; we had a home, jobs, and children." Another respondent reported, "I entered the teacher education program while teaching part time pre-K classes at my school. I was able to take classes in the afternoon and evening at both university branches of the school"

The Non-Discernable category contained effective incidents, which were individual in nature and did not fit an established category. There were a total of 3 "Non-Discernable" effective \critical incidents. One respondent stated, "Good background, gaining a base knowledge and skills from the profession;" and another respondent reported the following, "I grew up around children." Another Non- Discernable effective critical incident included the following statement, "I entered the teacher education program because I am special education and was labeled a special education student growing up. I wanted to prove to the students that special education students can make it through college and university without help."

Discussion

These individuals entered and completed a teacher education program, but did not enter the public school classroom. They had favorable comments as to why they choose the teaching field, such as having a love for teaching and children, and knowing the pay is not high, but the job is a steady one. Wanting to "teach children and others" is critical to public schools and university teacher education programs because it shows that those majoring in education really want to teach. From the comments given in each category, it appeared that the students in the study were ready to go into the public school with the "right attitude." They would be the future models for the children and the community, and the teacher preparation program helped them to reach this. This appeared to be an environment that fulfilled them. They chose the profession because other teachers inspired them and "previous exposure" with children had been a pleasant experience. For the category of "Convenience" most teachers are women and mothers; therefore, convenience as far as location is important for them. In addition, they have access to their children and are perhaps able to have the same holidays off as their children.

This all appeared to be positive for these students. They are prepared. Teacher preparation programs are reaching those who are interested in the profession. But another question comes, "Why did they not go into the classroom?" Further research with these same students should be conducted to understand why they did not go into the public schools after completing all of the requirements.

Table 1

Effective Incidents, Frequency of Occurrence, and Percentage of Total

Table 2

Categories of Effective Critical Incidents, Frequency, and Percentage

References

Carpenter, J.C. (2000, November). Critical incident technique: Method at a glance. Retrieved January 13, 2004, from http:// medir.ohsu.edu/-carpentj/cit.html

Darling-Hammond, L. (2003, May). Keeping good teachers: Why it matters. What leaders can do. Educational Leadership, 60(8), 6-13.

Embry, R.C. (2002). Teachers: A study has found no proof that state-certified educators are more competent. Retrieved December 12, 2003, from http://www.mdtaxes.org/newsstories/sun -embry40702.html

Flanagan, J.C. (1954). The critical incident technique. Psychological Bulletin, 57(4), 327-358.

Fountain, J.E. (1999, November). A note on the critical incident technique and its utility as a tool of public management research. Paper presented at the Association of Public Policy and Management annual meeting, Washington, D.C.

Hanushek, E.E., Kain, J.F., & Rivkin, S.G. (2004). The revolving door. Retrieved January 8, 2004, from http://www.educationnext.org/ 2004/76.html

Morales, C. (1994). Education majors: Why teaching as a career. Education, 114(3), 340-343.

Sedlak, M. (1992). History of Teachers and Teaching. Encyclopedia of Education Research (6th edition). Macmillan Publishing Company.

Sedlak, M. & Schlossman, S. (1986). Who will teach? Historical perspectives on the changing appeal of teaching as a profession. Santa Monica CA: Rand Corporation.

State Board for Educator Certification (SBEC). Retrieved June 27, 2004, from http://www.sbec.state.tx.us/SBECOnline/certinfo/ becometeacher.asp

LISA ALASTUEY, ED.D.

Dept. of Health, Kinesiology & Sport Studies

MADELINE JUSTICE, ED.D.

Dept. of Secondary & Higher Education

SANDY WEEKS, ED.D.

Dept. of Health, Kinesiology & Sport Studies

JAMES HARDY, PH.D.

Dept. of Secondary & Higher Education

Texas A&M University-Commerce

Copyright Project Innovation Fall 2005

Source: Education

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