1,681
Views
4
CrossRef citations to date
0
Altmetric
Research Article

It takes a toll on pre-service teachers and programs: Case studies of teacher candidates who withdrew from a teacher education program

ORCID Icon, & | (Reviewing Editor)
Article: 1160524 | Received 20 Oct 2015, Accepted 28 Feb 2016, Published online: 21 Mar 2016

References

  • Basit, T. N., Roberts, L., McNamara, O., Carrington, B., Maguire, M., & Woodrow, D. (2006). Did they jump or were they pushed? Reasons why minority ethnic trainees withdraw from initial teacher training courses. British Educational Research Journal, 32, 387–410.10.1080/01411920600635411
  • Bielby, G., Sharp, C., Shuayb, M., Teeman, D., Keys, W., & Benefield, P. (2007). Recruitment and retention on initial teacher training: A systematic review. Slough: National Foundation for Educational Research.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.10.1191/1478088706qp063oa
  • Calder Stegemann, K. J. (2013). Characteristics of teacher candidates who repeat practica and/or withdraw from the B.Ed. Program. Canadian Perspectives Journal, 3, 1–27. Retrieved from http://www.canadianperspectivesjournal.ca/new-issue.html
  • Challen, D. (2005a). To teach or not to teach: Trainees’ responses to the challenges faced during initial teacher training. Paper presented at the British Educational Research Association Annual Conference, Pontypridd. Retrieved from http://www.leeds.ac.uk/educol/documents/149748.htm
  • Challen, D. (2005b). Initial teacher training: Clearing the hurdles. Paper presented at the meeting Association for Teacher Education in Europe, Amsterdam. Retrieved from www.atee2005.nl/download/papers/41_bb.pdf
  • Chambers, D. (2002). The real world and the classroom: Second-career teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 75, 212–217.10.1080/00098650209604935
  • Chambers, G. N., Coles, J., & Roper, T. (2002a). Seeing it from both sides: Reasons for withdrawing from one-year secondary postgraduate certificate in education courses. Teacher Development, 6, 373–390.10.1080/13664530200200185
  • Chambers, G. N., Coles, J., & Roper, T. (2002b). Why students withdraw from PGCE courses. The Language Learning Journal, 25, 52–58.10.1080/09571730285200101
  • Chambers, G. N., Hobson, A. J., & Tracey, L. (2010). ‘Teaching could be a fantastic job but …’: Three stories of student teacher withdrawal from initial teacher preparation programmes in England. Teachers and Teaching, 16, 111–129.10.1080/13540600903475652
  • Chambers, G. N., & Roper, T. (2000). Why students withdraw from initial teacher training. Journal of Education for Teaching, 26, 25–43.10.1080/02607470050007110
  • Childs, R. A., Broad, K., Gallagher-Mackay, K., Sher, Y., Escayg, K.-A., & McGrath, C. (2011). Pursuing equity in and through teacher education program admissions. Education Policy Analysis Archives, 19(24). Retrieved from http://epaa.asu.edu/ojs/article/view/803
  • Cho, J., & Trent, A. (2006). Validity in qualitative research revisited. Qualitative Research, 6, 319–340.10.1177/1468794106065006
  • Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39, 124–130.10.1207/s15430421tip3903_2
  • Eifler, K., & Potthoff, D. (1998). Nontraditional teacher education students: A synthesis of the literature. Journal of Teacher Education, 49, 187–195.10.1177/0022487198049003004
  • Freidus, H. (1994). Supervision of second-career teachers: What’s our line? Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
  • Hobson, A. J., Giannakaki, M., & Chambers, G. N. (2009). Who withdraws from initial teacher preparation programmes and why? Educational Research, 51, 321–340.10.1080/00131880903156906
  • Holliday, A. (2004). Issues of validity in progressive paradigms of qualitative research. TESOL Quarterly, 38, 731–734.10.2307/3588292
  • Lewis, P. (2002). An enquiry into male wastage from primary ITE courses at a university college and success indicators for retention. In I. Menter, M. Hutchings, & A. Ross (Eds.), The crisis in teacher supply: Research and strategies for retention (pp. 123–137). Stoke on Trent: Trentham Books.
  • Mays, N., & Pope, C. (1995). Qualitative research: Rigour and qualitative research. British Medical Journal, 311, 109–112.10.1136/bmj.311.6997.109
  • Mays, N., & Pope, C. (2000). Qualitative research in health care: Assessing quality in qualitative research. British Medical Journal, 320, 50–52.10.1136/bmj.320.7226.50
  • Morrow, S. L. (2005). Quality and trustworthiness in qualitative research in counseling psychology. Journal of Counseling Psychology, 52, 250–260.10.1037/0022-0167.52.2.250
  • Nastasi, B. K., & Schensul, S. L. (2005). Contributions of qualitative research to the validity of intervention research. Journal of School Psychology, 43, 177–195.10.1016/j.jsp.2005.04.003
  • Novak, D., & Knowles, G.J. (1992). Life histories and the transition to teaching as a second-career. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
  • Onwuegbuzie, A. J., & Leech, N. L. (2007). Validity and qualitative research: An oxymoron? Quality & Quantity, 41, 233–249.
  • Ponterotto, J. G., & Grieger, I. (2007). Effectively communicating qualitative research. The Counseling Psychologist, 35, 404–430.10.1177/0011000006287443
  • Powers, F. W. (2002). Second-career teachers: Perceptions and mission in their new careers. International Studies in Sociology of Education, 12, 303–318.10.1080/09620210200200095
  • Reid, I., & Caudwell, J. (1997). Why did secondary PGCE students choose teaching as a career? Research in Education, 58, 46–58.
  • Rennie, D. L. (2012). Qualitative research as methodical hermeneutics. Psychological Methods, 17, 385–398.10.1037/a0029250
  • Richardson, P. W., & Watt, H. M. G. (2005). ‘I’ve decided to become a teacher’: Influences on career change. Teaching and Teacher Education, 21, 475–489.10.1016/j.tate.2005.03.007
  • Roberts, D. (2012). Modeling withdrawal and persistence for initial teacher: Revising Tinto’s longitudinal model of departure. British Educational Research Journal, 38, 953–975. doi:10.1080/01411926.2011.603035
  • Rots, I., Aelterman, A., Vlerick, P., & Vermeulen, K. (2007). Teacher education, graduates’ teaching commitment and entrance into the teaching profession. Teaching and Teacher Education, 23, 543–556.
  • Sands, M. (1993). Student withdrawals from teacher training. New Era in Education, 74, 58–68.
  • Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22, 63–75.
  • Thomson, D., Cummings, E., Ferguson, A. K., Moizumi, E. M., Sher, Y., Wang, X., …, Childs, R. A. (2011). A role for research in initial teacher education admissions: A case study from one Canadian university. Canadian Journal of Educational Administration and Policy, 121. Retrieved from https://www.umanitoba.ca/publications/cjeap/pdf_files/thomson-etal.pdf
  • Thornton, M. (1999). Reducing wastage among men student teachers in primary courses: A male club approach. Journal of Education for Teaching, 25, 41–53.10.1080/02607479919664
  • Tigchelaar, A., Brouwer, N., & Korthagen, F. (2008). Crossing horizons: Continuity and change during second-career teachers’ entry into teaching. Teaching and Teacher Education, 24, 1530–1550.10.1016/j.tate.2008.03.001
  • Tracy, S. J. (2010). Qualitative quality: Eight “big-tent” criteria for excellent qualitative research. Qualitative Inquiry, 16, 837–851.10.1177/1077800410383121
  • Tuckett, A. G. (2004). Qualitative research sampling: The very real complexities. Nurse Researcher, 12, 47–61.10.7748/nr2004.07.12.1.47.c5930
  • Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Los Angeles, CA: Sage.