Literaturnachweis - Detailanzeige
| Autor/inn/en | Ackley, Blaine C.; Balaban, Gerald M.; Pascarelli, Joseph T. |
|---|---|
| Titel | The Efficacy of Teacher Education in an Alternative Program. |
| Quelle | (1999), (30 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Alternative Teacher Certification; Elementary Secondary Education; Graduate Study; Higher Education; Mentors; Nontraditional Education; Preservice Teacher Education; Program Effectiveness; Self Esteem; Teacher Attitudes; Teacher Characteristics; Teacher Influence; Teachers |
| Abstract | This study investigated the effect of an alternative teacher preparation program on participants' attitudes and beliefs regarding personal attributes and characteristics they possessed when they were admitted to the program. The study examined programmatic features that interns considered influential in contributing to their success as teachers. Participants were graduates of a graduate-level preservice program within the Alliance for Catholic Education who had been rated as effective teachers by supervisors, mentors, and principals via a mailed survey. They completed an 11-question, open-ended, mailed survey that discussed influences on their success in the program. Questions addressed: public persona, personal and professional growth, beliefs about learning, self-confidence, teaching skills, effect on student performance and achievement, support structures, achievement motivation, idealism versus realism, beliefs about teaching, the value of modeling respect and honesty for students, and recognition of the value, demands, and standards of teaching. Data analysis showed four major clusters: a learning frame of mind with a healthy self-concept, support from learning communities, thinking from the learner's frame of reference, and the emerging professional. The program had a profound positive impact on attitudes and beliefs and significantly influenced persona. Many program features contributed to participants' success as teachers. Participants named support by school administrators, mentors, and university supervisors as invaluable. (Contains 37 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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