Keywords
CTE, ARL, teacher licensure, teacher preparation
Abstract
The shortage of teachers prepared to teach career and technical education (CTE) courses, or willing to work in certain locations (e.g. inner city, rural), has motivated the desire to explore solutions such as alternative routes to teacher licensure (ARL). Most ARL programs bypass colleges of education and provide a different approach to preparing individuals to teach, leaving many to wonder about the quality and knowledge of these teachers. Specific areas, such as CTE, have seen a large influx of ARL teachers in recent years. We sought to determine school principals’ perceptions of ARL CTE teachers. We found principal support for ARL teachers as well as perceptions of a lack of preparation and effectiveness when compared to traditionally-prepared teachers. We also found differences in perceptions of ARL teachers by the principals’ school level and school SES level.
Original Publication Citation
Bartholomew, S. R., Bullock, E., & Nadelson, L. (2018). A route less traveled: Principals’ perceptions of alternatively licensed CTE teachers. Journal of Education & Training, 5(2), 12–20.
BYU ScholarsArchive Citation
Bartholomew, Scott R.; Bullock, Emma P.; and Nadelson, Louis S., "A Route Less Traveled: Principals’ Perceptions of Alternative Licensed CTE Teachers" (2018). Faculty Publications. 5564.
https://scholarsarchive.byu.edu/facpub/5564
Document Type
Peer-Reviewed Article
Publication Date
2018-04-18
Permanent URL
http://hdl.lib.byu.edu/1877/8296
Publisher
Journal of Education & Training
Language
English
College
Ira A. Fulton College of Engineering and Technology
Department
Technology
Copyright Use Information
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Included in
Engineering Education Commons, Higher Education Commons, Other Computer Engineering Commons