Perceptions of Industry Professionals Completing the Experience-Based Licensure “Boot Camp” Toward Continuing Teaching as Secondary Career and Technical Educators

Abstract

This study sought to understand better the perception of secondary career and technical education teachers,from the Kenosha Unified School District and the Racine Unified School District who completed the first experience-based licensure (EBL) alternativecertification “boot camp,” to meet the responsibilities set forth for teachers in their respective district and its impact on their continuing to teach.Semi-structured qualitative interviews garnered firsthand accounts from teachers on how the EBL professional development and other institutional supports aided their transition into the secondary career and technical educationclassroom. The study found that the participants positively viewed the majority of the EBL professional development in preparing them to teach as indicated by none being required to obtain additional pedagogy training as a direct result of a teaching deficiency. Additionally, a strong mentoring experience and collaboration with peers created a sense of preparedness in EBL teachers.The significance of the findings aided in understanding how the EBL teachers perceived their pedagogy training, and to make improvements to the “boot camp” model and institutional support programs to retain teachers.