Teacher Preparation Experiences and Early Teaching Effectiveness: Study Highlights. NCEE 2019-4007

Institution	National Center for Education Evaluation and Regional Assistance (ED)
Titel	Teacher Preparation Experiences and Early Teaching Effectiveness: Study Highlights. NCEE 2019-4007
Quelle	(2019), (1 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Effectiveness; Teacher Education Programs; Beginning Teachers; Tests; Scores; Teacher Competencies; Language Arts; Mathematics Instruction; Academic Achievement; Teacher Influence; Low Income Students; Correlation; Thinking Skills; Classroom Environment; Teaching Skills; Feedback (Response); Observation; Course Content; Elementary School Teachers + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Junior teacher; Junglehrer; Examination; Prüfung; Examen; Lehrkunst; Sprachkultur; Mathematics lessons; Mathematikunterricht; Schulleistung; Korrelation; Denkfähigkeit; Klassenklima; Unterrichtsklima; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Beobachtung; Kursprogramm; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This one-page document highlights key findings from the report, "Teacher Preparation Experiences and Early Teaching Effectiveness. NCEE 2019-4007" (ED598664). To better understand teacher preparation and inform ways to improve it, the report surveyed about 3,300 new elementary school teachers about their preparation experiences. The survey asked about their experiences learning specific teaching strategies across two categories of classroom instruction: "Creating a productive learning environment" and "Promoting analytic thinking skills." For each strategy, teachers reported how often within their preparation they engaged in four different ways of learning them: "coursework," "observation" of other teachers, "practice" within a classroom setting, and instructor "feedback" on their classroom practice. The study describes the frequency of these experiences and which experiences may matter for teachers' effectiveness in improving student test scores. (ERIC).
Anmerkungen	National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01