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2). Negative comments focused primarily on the category describing the mismatch between the
host program curriculum and the participants’ lived experiences in their classroom teaching to
include the codes for classroom management and urban schools. Participants also assigned
negative comments to the time and logistical commitments required by the P3T program and the
level of support they received
within
their schools (Figure 3).
Figure 2.
Positive foci in data coding across the categories of
financial, networking, Praxis,
support,
and
MAT program.
Figure 3.
Negative foci in data coding across the categories of
support, commitment (time),
logistical problems, mismatch (schools), classroom management,
and
urban schools.
Discussion
While enrolled in courses, P3T students expressed a high degree of satisfaction with their
courses, and 88% were confident that they would fulfill their teaching obligation with the
Partnership Schools. One concern expressed was remaining in teaching for three years.
If 88% of P3T students were to meet their obligation, then that percentage would exceed
expectations based on the current literature of 20% to 50% of teachers leaving the profession