Survey of First- and Third-Year Teachers and Their Supervisors, 1990.

Autor/in	Chapman, Patrick
Institution	Colorado State Dept. of Education, Denver.
Titel	Survey of First- and Third-Year Teachers and Their Supervisors, 1990.
Quelle	(1990), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Beginning Teachers; Elementary School Teachers; Elementary Secondary Education; Evaluation Criteria; Feedback; Higher Education; Preservice Teacher Education; Program Effectiveness; Program Evaluation; Schools of Education; Secondary School Teachers; State Surveys; Teacher Education Programs; Teacher Effectiveness; Teacher Evaluation; Teacher Supervision; Colorado + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Programme evaluation; Programmevaluation; Erziehungswissenschaftliche Fakultät; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung
Abstract	This report presents the 1990 results of the survey of Colorado first- and third-year teachers (N=1,520) and their supervisors as mandated by the Colorado Teacher Certification Act of l975. The purpose of the survey is to provide Colorado institutions of higher education and the Colorado State Board of Education with information for the continued improvement of teacher education programs. Teachers rated components of their programs on a 5-point scale according to importance for effective teaching and adequacy of preparation. Supervisors rated their teachers' performance of these components based on requirements of the district standards. The components rated were: knowledge of subject matter, knowledge and utilization of teaching/learning theories, planning and organization of curriculum and instruction, classroom management, teaching techniques and communication of instructional material, assessment, communication and cooperation with parents and office staff, professionalism and management of general responsibilities, and communication with students. Over 90 percent of rated teachers met district standards in each area with the exception of classroom management and relationship with students. Teachers, too, felt that preparation in these domains was inadequate. The appendixes contain tables summarizing the 1988 and 1990 ratings of adequacy of program preparation by teacher- and supervisor-respondents and the supervisor and teacher 1990 survey forms. (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC