The Goals of Effective Pre-Service Teacher Education Candidates: A Longitudinal Study.

Autor/inn/en	Ackley, Blaine C.; Arwood, Ellyn L.
Titel	The Goals of Effective Pre-Service Teacher Education Candidates: A Longitudinal Study.
Quelle	(1999), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Choice; Catholic Schools; Elementary Secondary Education; Graduate Study; Higher Education; Objectives; Preservice Teacher Education; Student Teacher Attitudes; Student Teachers; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Katholische Schule; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Goal definition; Zielsetzung; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This study investigated whether there would be a relationship between teacher candidates' pre-admission goal statements and their subsequent performance as intern teachers. Researchers examined graduate-level preservice teachers' personal motivations and interests in applying to be teachers with the Alliance for Catholic Education (which is based on faith, teaching, and service and offers 2 years of intern teaching experience in Catholic schools). They also asked students how the Alliance fit with their personal goals and what experiences, skills, and aptitudes they would bring to teaching. They compared student teachers' responses to university supervisors' and principals' ratings of teaching performance to determine if any patterns or themes existed. Analysis of data from student teachers rated effective and less effective indicated that more effective intern teachers clearly identified career goals of becoming teachers and possessed prior successful experiences as teachers. Less effective interns considered teaching a path of service to God and others, and they did not have any appreciable experience. The researchers conclude that admissions to graduate teacher education programs should not be based solely on previous academic performance or test scores. An appendix presents the principal/supervisor rating scale. (Contains 18 references. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC