A Study of Teaching Perspectives Held by Career-Change Preservice and Novice Teachers in an Alternative Teacher Education Program.

Autor/inn/en	Bennett, Christine; Spalding, Elizabeth
Titel	A Study of Teaching Perspectives Held by Career-Change Preservice and Novice Teachers in an Alternative Teacher Education Program.
Quelle	(1991), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Alternative Teacher Certification; Beginning Teachers; Career Change; Graduate Study; Higher Education; Intermediate Grades; Longitudinal Studies; Perspective Taking; Preservice Teacher Education; Secondary Education; Self Concept; Teacher Attitudes; Values + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Career changes; Berufswechsel; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mittelstufe; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Zukunftsperspektive; Lehramtsstudiengang; Lehrerausbildung; Sekundarbereich; Selbstkonzept; Lehrerverhalten; Wertbegriff
Abstract	This 3-year longitudinal study was conducted in order to help students, enrolled in a graduate level teacher certification program designed for career change individuals, clarify their beliefs and perspectives about teaching and develop skills in reflective analysis. The study used perspectives including attitudes, values, beliefs, and behaviors, as a conceptual framework for understanding the interactions between individuals and school contexts during preservice and beginning teaching. Participants consisted of 49 individuals representing a highly select group in terms of academic preparation and/or work experience, interpersonal communication skills, and commitment to teaching. The techniques used for data collection were autobiographical interviews; concept mapping; stimulated recall interviews, and classroom observations with follow-up interviews. The study has identified seven teaching perspectives. Findings suggest that (1) the program attracts individuals who are as interested in students as they are in teaching; (2) students enter the program with a variety of teaching perspectives; and (3) teacher education programs should be flexible and personalized, especially in field placements, self-reflection, and the study of alternative models of teaching. (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC