Retaining Teachers: How Preparation Matters

Autor/inn/en	Ingersoll, Richard; Merrill, Lisa; May, Henry
Titel	Retaining Teachers: How Preparation Matters
Quelle	In: Educational Leadership, 69 (2012) 8, S.30-34 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Teaching Methods; Science Teachers; Teacher Persistence; Teacher Education; Knowledge Base for Teaching; Teacher Competencies; Teaching Skills; Teacher Effectiveness; Mathematics Teachers; Intermode Differences; Instructional Effectiveness; Training Methods; Training Objectives; Occupational Surveys; Educational Needs; Skill Analysis; Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathematics; Mathematik; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel; Berufsanalyse; Educational need; Bildungsbedarf
Abstract	Using data from the 2003-04 Schools and Staffing Survey, the authors studied how various aspects of teacher preparation affect the retention of new teachers--specifically mathematics and science teachers. They found that the preparation of new mathematics and science teachers differs from that of other new teachers in various respects, but factors that had to do with pedagogical training (amount of practice teaching, courses in educational methods and child psychology, and so on) were the only ones that positively affected teacher retention. This finding is a concern for mathematics and science education, write the authors, because mathematics and science teachers tend to receive significantly less pedagogical training than other teachers, and their attrition rates after the first year of teaching are higher. (Contains 2 figures and 2 endnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10