Academic Aptitude and Ability Characteristics of Candidates Teaching and Not Teaching Five Years after Graduation.

Autor/inn/en	Pigge, Fred L.; Marso, Ronald N.
Titel	Academic Aptitude and Ability Characteristics of Candidates Teaching and Not Teaching Five Years after Graduation.
Quelle	(1996), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Ability; Academic Aptitude; Beginning Teachers; Career Choice; Elementary Secondary Education; Faculty Mobility; Longitudinal Studies; Predictor Variables; Teacher Attitudes; Teacher Certification; Teacher Characteristics; Teacher Persistence; Teacher Selection; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Lehrerverhalten; Theorie-Praxis-Beziehung
Abstract	This longitudinal study was designed to ascertain if those teacher candidates (N=388) having failed to make or having made a more or less successful transition into the teaching field 7 years after the commencement of teacher preparation differed in academic aptitudes and academic abilities assessed upon commencement of teacher preparation. MANOVA procedures completed on the set of 12 Comprehensive Test of Basic Skills and American College Test scores did not consistently reveal differences among those teacher candidates who graduated but did not become certified as teachers, became certified as teachers but did not teach, became part-time teachers, and those who became full-time teachers. Relationships and statistical interactions, however, were identified between the candidates' major, gender, assurance about becoming teachers, degree of successful transition from college students to teachers, and academic aptitudes and abilities. The gathered data generally supported the hypothesis that attrition during teacher preparation and the early years of teaching does not necessarily reduce the quality of the remaining teaching pool as suggested by some earlier research findings. Nevertheless, some of the findings did lend support to the marketability theory of teacher attrition which predicts the loss of more capable candidates due to the availability of other employment opportunities. (Contains 17 references; data tables and figures are attached.) (Author/ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01