A Study of the Perceptions of First-Year Teachers as Prepared Classroom Teachers

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Autor/in	Ward, Vida Jane
Titel	A Study of the Perceptions of First-Year Teachers as Prepared Classroom Teachers
Quelle	(2015), (143 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lindenwood University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3395-2608-9
Schlagwörter	Hochschulschrift; Dissertation; Principals; Beginning Teachers; Teacher Attitudes; Administrator Attitudes; Teacher Education Programs; Program Effectiveness; Alternative Teacher Certification; Teacher Competencies; Teacher Effectiveness; Pedagogical Content Knowledge; Classroom Environment; Classroom Techniques; Cooperative Learning; Teacher Collaboration; Curriculum; Technology Uses in Education; Student Needs; Teacher Role; Student Evaluation; Comparative Analysis; Program Content; Positive Reinforcement; Teaching Methods; Time Management; Parent Teacher Conferences; Critical Thinking + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Junior teacher; Junglehrer; Lehrerverhalten; Lehrkunst; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Pädagogische Kompetenz; Klassenklima; Unterrichtsklima; Klassenführung; Kooperatives Lernen; Lehrerkooperation; Curricula; Lehrplan; Rahmenplan; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerrolle; Schulnote; Studentische Bewertung; Programmgestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitmanagement; Kritisches Denken
Abstract	The quality of teacher education allows first-year teachers to meet mandates at federal and state levels (Darling-Hammond, 2010a). The teaching profession is complex and requires new and innovative quality preparation programs (Wei, Andree, & Darling-Hammond, 2009). This study involved examination of the perceptions of 17 building principals and 16 first-year teachers to determine the effectiveness of teacher preparation. First-year teachers identified essential elements of teacher preparation and weaknesses of programs. The study addressed building principals' perceptions of differences, if any, in the effectiveness of first-year teachers graduating from traditional teacher preparation programs and first-year teachers who choose alternative routes to the profession. Perceptions of first-year teachers and building principals were identified in regard to the skills of first-year teachers in the classroom. Building principal perceptions indicated first-year teachers are prepared as effective classroom teachers in the areas of content knowledge, creating positive environments, classroom management, cooperative learning, cooperative partnership, implementing curriculum, use of technology and communication; understanding student learning, growth, and development; and performing roles, responsibilities, and collegial activities. Identified weakness in the effectiveness of first-year teachers were in the areas of instruction and assessment. Building principals indicated first-year teachers from traditional programs were more effective than those who chose alternative programs. First-year teachers indicated essential elements of teacher preparation programs to be organization, classroom structure, positive reinforcement, classroom management, and implementing a variety of instructional strategies. Areas of weakness identified were time-management, parent teacher conference experiences, preparing the classroom environment, and time for realistic opportunities to experience classroom teaching. First-year teachers perceived their preparation to be more positive than building-principal perceptions in the areas of analyzing instructional goals and differentiated instructional strategies, teaching for critical thinking, effects of instruction on individual/class learning, use of student assessment data to analyze and modify instruction, assessment data to improve learning, and self-assessment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01