What Teacher Candidates Have to Say: Analyzing Perceptions of Program Effectiveness across 14 Universities

Autor/inn/en	Gunpinar, Yasemin; Mackin, R. Kevin
Titel	What Teacher Candidates Have to Say: Analyzing Perceptions of Program Effectiveness across 14 Universities
Quelle	In: AILACTE Journal, 17 (2020), S.23-48 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preservice Teachers; Student Attitudes; Program Effectiveness; Teacher Education Programs; Teaching Methods; Educational Environment; Professionalism; Parent School Relationship; English Language Learners; Academically Gifted; Special Education; Mental Health + Suchen Sie Ihr Suchwort? Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Professionalität; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Psychohygiene
Abstract	The purpose of this study was to identify common areas of strength and weakness in teacher preparation programs based on the perceptions of teacher candidates and novice teachers from 14 higher education institutions across three states. The areas investigated included perspectives on teacher preparation related to "Instructional Practice," "Diverse Learners," "Learning Environment," and "Professionalism." The Exit Survey results of 691 Elementary and 501 Secondary Teacher Candidates and the Transition to Teaching Survey results of 306 Elementary and 283 Secondary Novice Teachers were analyzed. Results across the 14 institutions demonstrated that serving the diverse needs (Special Education, English Language Learners, Mental Health, Gifted & Talented) of learners, effective communication with parents and incorporating the effective use of digital technology are common challenges across teacher preparation programs. This study can help inform teacher preparation and teacher induction programs to better respond to the professional development needs of teacher candidates and novice teachers. Implications for the results, including this study's limitations and further research, are discussed. (As Provided).
Anmerkungen	Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: erns0039@umn.edu; Web site: http://www.ailacte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01