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dc.contributor.advisorFranz, Dana P.
dc.contributor.advisorMiller, Nicole C.
dc.contributor.authorPannell, Myra Carter
dc.date2016
dc.date.accessioned2020-09-11T15:32:12Z
dc.date.available2020-09-11T15:32:12Z
dc.identifier.urihttps://hdl.handle.net/11668/19896
dc.description.abstractThe debate over the effective preparation of pre-service teachers is not new. Often this debate concerns what might be considered successful methods for all pre-service teachers. However, preparation for career and technical education (CTE) teachers could look quite different than that of academic teachers, whether they are prepared through traditional or alternative routes to education. In this qualitative study, the researcher examined two iterations of the alternative-route program designed to prepare new CTE teachers in Mississippi and considered the level of self-efficacy of the teacher participants, the perceived effectiveness of the specific elements of each program, and the perceived significance of teacher/administrator and teacher/mentor relationships. The results of this study indicate that participants in the most recent iteration of the alternative-route program have a higher level of self-efficacy in teaching. The study also found that the specific elements of the newer version of the program are perceived as more relevant than those of the older version of the program and that teacher/administrator and teacher/mentor relationships play a key role in self-efficacy and job satisfaction among new CTE teachers. The results of this study also revealed that new CTE teachers desire opportunities to grow their pedagogical content knowledge by interacting and learning from veteran teachers in their respective content areas. Additionally, some of the more effective teachers who participated in this study rated themselves lower than their less effective colleagues on a self-efficacy survey and vice versa, indicating the presence of the Dunning-Kruger effect, which posits that, when an individual is unskilled in a certain task, they not only make poor choices in that area but also lack the metacognitive ability to realize it.
dc.publisherMississippi State University
dc.subject.otherteacher preparation
dc.subject.othercareer and technical education
dc.subject.otheralternative route
dc.subject.otheradministrator relationships
dc.subject.othermentor relationships
dc.titleWhat Really Works in Teacher Preparation Programs: Teachers' Self-Efficacy and Perceived Successful Methods After Participation in Mississippi's Career And Technical Education Alternate Route Program
dc.typeDissertation
dc.publisher.departmentDepartment of Curriculum, Instruction, and Special Education
dc.publisher.collegeCollege of Education
dc.date.authorbirth1976
dc.subject.degreeDoctor of Philosophy
dc.contributor.committeeHopper, Peggy F.
dc.contributor.committeeOwen, Sean M.


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