Perceived Needs of Lateral Entry Teachers: A Case Study of Three Initially Licensed Science Teachers

Abstract

The purpose of this study was to investigate the perceived needs of initially licensed Lateral Entry science teachers to acquire an understanding of how university courses and mentoring programs can better meet their needs. Three teachers with zero to two years' experience were selected for this study. Their progress through the continuing licensure process, their responses to the challenges of teaching, and the support they received from their schools were determined from monthly interviews conducted throughout one school year. This research is a grounded theory study with a prescribed bounded time frame, utilizing a deductive methodology to derive the interpretation of the teacher comments. The teachers indicated issues with the required coursework including affordability, convenience, practicality, and repetition of course content. The teachers also indicated the type of support needed from mentors, peers, and administrators to further their professional growth. Universities must take the lead in providing solutions to the problems associated with coursework and provide training for mentors and administrators that will enable them to support Lateral Entry teacheers.