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Patterns of Teacher Candidates’ Perceptions
The coded data from the focus group responses and discussions provided researchers with
insights into the patterns of P3T teacher candidates’ perceptions about their participation in a
STEM-focused nontraditional teacher preparation program, and the nature of their concerns
regarding their induction into the education profession via enrollment in a nontraditional
program of study. The themes to emerge from the data included: (a) perceptions of benefits and
concerns about teaching and learning resulting from their work in their university-based
transitional teacher education program and in their partnership classrooms - focusing primarily
on the mismatch between the program of study and participant experiences in their schools and
(b) perceived logistical benefits and drawbacks of the P3T program as a support for the
nontraditional teacher education program (Table 2).
Table 2
Themes Yielded from Coding Focus Group Comments
Themes
Sources References Percentage by
Category
Percentage Within Category
Benefits
8
21
55.26
Program and School
Support
5
10
47.62
Financial Support
3
6
28.57
Praxis Support
3
3
14.29
Networking Support
1
2
9.52
Program Detriments
2
4
10.53
Time Commitment
2
3
75
Logistical Concerns
1
1
25
Pedagogical Concerns
5
13
34.21
Urban Schools
4
6
46.15
Classroom Management
2
5
38.46
Diversity
1
2
15.39
Participants clearly felt that the P3T program enhanced their transition to the education
profession. Comments in this category included 21 references, or 55.26% of all comments
yielded in the focus group discussions.
Within
this category, candidate comments focused on the