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A Person-Oriented Approach to Characterizing Beginning Teachers in Alternative Certification Programs

College of Education at the California Polytechnic State University, San Luis Obispo, 1 Grand Avenue, San Luis Obispo, CA 93407; echin{at}calpoly.edu. Her areas of special interest are teacher education, professional socialization, and alternative certification programs and policies

John W. Young, Senior Research Scientist

Center for Validity Research at the Educational Testing Service, Mail Stop 10-R, Princeton, NJ 08541; jwyoung{at}ets.org. His research interests include test validity and fairness

In this article, the authors argue for the use of ecological models of development in studies of teachers prepared through alternative certification (AC) programs. Previous studies of candidates in AC programs have focused on variables that describe their demographic characteristics. An ecological approach focuses on persons and situates their desires and attitudes toward teaching as shaped by their particular life circumstances and personal histories. This approach was applied to a large-scale study of individuals enrolled in California’s teacher internship program. The results are the development of six typological profiles that capture some of the complexities behind why individuals choose to enter teaching through AC routes.

Key Words: alternative certification • ecological models of development • teacher characteristics • teacher education • preservice teachers

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