Career Patterns of Secondary School Mathematics Teachers. [Report No.: TR-2

Autor/inn/en	Raschke, Jewel P.; und weitere
Institution	Texas Univ., Austin. Mathematics Education Center.
Titel	Career Patterns of Secondary School Mathematics Teachers. [Report No.: TR-2
Quelle	(1974), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Careers; Employment Patterns; Employment Statistics; Evaluation; Mathematics Education; Mathematics Teachers; Preservice Teacher Education; Research; Secondary School Teachers; Surveys; Tables (Data) + Suchen Sie Ihr Suchwort? Career; Karriere; Beschäftigungsstruktur; Employment; Statistics; Arbeitsmarktstatistik; Beschäftigtenstatistik; Evaluierung; Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Forschung; Survey; Umfrage; Befragung; Tabelle
Abstract	Certification candidates from the University of Texas at Austin for the years from 1960-1971 were surveyed in an attempt to evaluate the quality of the mathematics teacher preparation program. A questionnaire was sent to 503 people; 300 replied. Findings showed that continuous teaching since certification was reported by 111 people and another 54 had taught almost continuously. Additional courses in a variety of fields had been taken by 168 respondents; 50 had completed a masters degree, 45 more were actively working toward the completion of a masters degree, 10 had achieved the doctorate, and 8 more were actively involved in a doctoral program. Reasons for leaving the teaching profession, opinions regarding the format for student teaching, present occupations other than teaching, and teaching experience are tabulated. It was noted that 141 teachers began teaching in junior high school assignments. Comments on the teacher preparation program are summarized; there was an expressed need for practical courses in adolescent psychology, help in identifying learning disabilities, and more emphasis on the learning process. The most frequently mentioned request concerning methods courses was for a more practical approach. Earlier involvement in the public schools, more time in the schools, and more variety in the assignments were also requested. (DT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01