Perceptions of Teacher Preparation for Classroom Diversity

Autor/inn/en	Madler, Aubrey M.; Anderson, Sarah K.; LeMire, Steven D.; Smith, Kayla
Titel	Perceptions of Teacher Preparation for Classroom Diversity
Quelle	In: Mid-Western Educational Researcher, 34 (2022) 1, S.42-68 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-3997
Schlagwörter	Preschool Education; Elementary Secondary Education; Student Diversity; Teacher Education Programs; Teacher Competencies; College Graduates; Beginning Teachers; Preservice Teacher Education; Supervisors; Attitudes; Cultural Differences; Students with Disabilities; Socioeconomic Status; Mental Disorders; Academically Gifted; English Language Learners; Self Efficacy; Teacher Effectiveness; Preservice Teachers; Resources + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Lehrkunst; Hochschulabsolvent; Hochschulabsolventin; Junior teacher; Junglehrer; Lehramtsstudiengang; Lehrerausbildung; Attitude; Einstellung; Verhalten; Kultureller Unterschied; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Socio-economic status; Sozioökonomischer Status; Mental illness; Geisteskrankheit; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Betriebsmittel; Hilfsmittel
Abstract	Preparing P-12 educators to effectively teach and support diverse learners is increasingly critical. Cultural competence training and experiences in teaching diverse learners are essential components of teacher preparation, yet often new educators report feeling under prepared, and the characteristics of today's P-12 students continues to vary greatly compared to teacher demographics. This secondary data analysis explored new teachers' perceptions regarding their preparation for teaching diverse learners. The dataset was derived from survey responses from teacher program graduates, those same graduates after one year of teaching, and their supervisors who responded to standards-based, four-point Likert surveys. Descriptive and inferential statistics were used to examine results longitudinally and comparatively. Results indicated that preservice teachers might not be as prepared as they originally thought they were after facing diverse classroom realities. Yet, these first-year teachers' supervisors perceive a statistically significant higher level of preparedness than the teachers claim. Reasons for the decline in perception of preparedness and difference of ratings are explored; suggestions are offered for continuous improvement of educator preparation as well as for support of new teacher induction practices. (As Provided).
Anmerkungen	Mid-Western Educational Research Association. PO Box 702, Athens, OH 45701. Tel: 740-593-0880; e-mail: mwera.ed@gmail.com; e-mail: mwer1316@gmail.com; Web site: http://www.mwera.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01