Preparing high-quality teachers: views from the classroom.

Autor/in	Zientek, Linda Reichwein
Titel	Preparing high-quality teachers: views from the classroom.
Quelle	In: American educational research journal, 44 (2007) 4, S. 959-1001Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/0002831207308223
Schlagwörter	Empirische Untersuchung; Erfahrung; Selbstwirksamkeit; Lehrer; Lehrerausbildung; Qualifikation; Qualifizierung; Ausbildungsprogramm; Vorbereitung; Berufsanfänger; USA
Abstract	Every child has the right to a highly qualified teacher, yet as a nation we are reluctant to empirically investigate how teacher preparation programs are succeeding. Results from the present study suggested that (a) traditionally certified (TC) teachers felt better prepared than non-traditionally certified (NTC) teachers on communicating, planning, and using instructional strategies; (b) NTC teachers' positive mentoring and prior classroom experiences in conjunction with the overall less positive mentoring experiences of TC teachers may have minimized differences; (c) novice teachers did not feel prepared on items related to multicultural curriculum or assessing student learning; and (d) prior classroom experiences, first year support, and program components were important, but instruction on teaching standards was of particular importance for NTC teachers. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/4