PERÍMETROS Y ÁREAS

Entering the teaching profession is a life decision that should not be taken lightly. If one is not prepared to work in an educational setting, the transition can be damaging to both the new teacher, as well as the students in which they are

responsible. Becoming a teacher was not the participants’ first career choice. All participants mentioned that they were called to the profession. Although none of the participants originally pursued a degree in education, past life events led them to the classroom. With the influence and encouragement from family, friends, a school superintendent, principals, and university professionals, the participants entered the teaching profession through an alternate route to teacher certification.

T2 pointed out, “The majority of my family members were educators. Also, I wanted to make a difference in the lives of youth.” T3 stated, “Teaching is in my blood. My mother was a teacher. It was a natural choice for me.” T6 found that the original choice of major was not a good fit. T6 stated that she should have chosen education as her first major. T6 realized after talking with a counselor and a semester from graduation that she was called to teach. T4 revealed a similar sentiment, “I chose the wrong major. Teaching is where I should have been to begin with.

However, I was too deep into my degree plan, so I completed the degree and quickly enrolled in the alternative certification program.”

Table 1 Characteristics of Participants Participant Name Years of Teaching Exp. Secondary Teaching Level

Content Area Prior Career

T1 3 High School Social Studies Athletic

Administration

T2 10 High School Career Technical:

Communications

Communications

T3 14 Middle Social Studies Federal Government

T4 8 Middle Science Bank Teller

T5 10 Middle Science Research Assistant

T6 10 High School English _____

Educational background. Many participants believed that their educational background prepared them for the curriculum they were teaching on the secondary education level. For example, T1 stated, “My bachelors in political science had a lot of history which helps in my classroom instruction,” T4 acknowledges that the “bachelor’s degree prepared me in regards to content.” T5 expressed, “My degree in biology really prepared me because I don’t have to refer to a book.” T6 echoed, “I am more prepared because I took more English courses like literature than the average traditionally prepared English education teacher. I was able to learn everything about the subject I was hired to teach in my undergraduate degree.”

Skills learned from a prior career. While some participants attribute their preparedness to their bachelor’s degree, others identified specific skills learned from their prior career. T2 identified the work experience in public broadcasting as the contributing factor that prepared him to teach communications. T1 also attributed his career in athletic administration in preparing him for his role as a teacher. He stated, “Athletic administration helped me manage everything. Like teaching, you have to be very organized to be a coach.”

Expectations of teaching prior to entering the classroom. Several participants had low to no expectations at all of teaching prior to entering the classroom. For example, T5 professed, “I really didn’t know what to expect.” T2 actually attended the high school where he is currently teaching. He stated, “I expected things to be pretty much how they were.” T3 commented that he had no expectations. T6, on the other hand, believed that “the kids are going to adore you and love every course that you teach.” T4 declared, “Prior to entering the classroom, I thought everything would fall into sync the way they tried to demonstrate it from a textbook standpoint being a student.”

Fears of becoming a teacher. Alternatively certified teachers in the state of Alabama enter the classroom with no preservice training. Many new employees experience fear as expected when one embarks on a new career. The participants expressed their fears of becoming a teacher. All participants feared if they would fail to be effective teachers. For example, T5 questioned herself about becoming a teacher. She expressed, “Will I know my information? Will I be able to get it across

to the kids? Are they going to apply this to real life?” Relating to students was the issue most identified by the participants.

T2 stated, “I feared that students couldn’t relate to what I am saying or maybe I would have an altercation of some kind with a student.”

T4 feared the pay. T4 expressed, “Balancing everything, trying to do

everything, paying everything off of a salary that will never be enough. Once a month pay, I was used to being compensated bi-monthly.”

T6 commented, “You are in a classroom all day long by yourself with kids and nobody to help you. You are an island. It was fearful not knowing if what you were doing is right or important.”

Summary. The background information shared by participants provided a greater understanding of their decision to enter the teaching profession. Their choice to become a teacher was connected to their influences from family, friends, and university professors. Several teachers believed that they are prepared to teach based on their undergraduate degree while others believe they benefited from skills obtained from a prior career. The participants expressed low to no expectations prior to

entering the classroom. However, all participants had fears of their effectiveness as they embarked on their new profession as teachers.

Theme 2: Alabama Alternative Baccalaureate Certification Program