Three Different Measures of Graduates' Instructional Readiness and the Features of Preservice Preparation That Predict Them

Autor/inn/en	Ronfeldt, Matthew; Matsko, Kavita Kapadia; Greene Nolan, Hillary; Reininger, Michelle
Titel	Three Different Measures of Graduates' Instructional Readiness and the Features of Preservice Preparation That Predict Them
Quelle	In: Journal of Teacher Education, 72 (2021) 1, S.56-71 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ronfeldt, Matthew) ORCID (Matsko, Kavita Kapadia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487120919753
Schlagwörter	College Graduates; Career Readiness; Preservice Teachers; Cooperating Teachers; Beginning Teachers; Public Schools; Clinical Supervision (of Teachers); Teacher Effectiveness; Teacher Qualifications; Student Teaching; Self Efficacy; Field Experience Programs; Teacher Evaluation; Predictor Variables; Teacher Placement; Elementary Schools; Value Added Models; Teacher Education Programs; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Hochschulabsolvent; Hochschulabsolventin; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Public school; Öffentliche Schule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrqualifikation; Teaching practice; Unterrichtspraxis; Self-efficacy; Selbstwirksamkeit; Praxisnahes Lernen; Teacher appraisal; Lehrerbeurteilung; Prädiktor; Elementary school; Grundschule; Volksschule
Abstract	This article extends prior research seeking to identify preparation features related to better workforce outcomes. To our knowledge, it is the first to link many dimensions of preparation to graduates' first-year observation ratings. It follows 305 preservice teachers (PSTs) who student taught in Chicago Public Schools (CPS) in 2014-2015 and were subsequently hired in CPS in 2015-2016. PSTs received stronger observation ratings when their CTs had stronger observation ratings themselves, their CTs reported providing stronger coaching in specific areas, they gained employment in their field placement schools, and they student taught in self-contained elementary classrooms. Finally, we tested whether these same preparation features were associated with two other outcomes--(a) how well prepared PSTs felt after student-teaching and (b) how well prepared their CTs felt their PSTs were--and found they were not. We discuss implications for using workforce and survey-based outcomes to identify promising forms of preparation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01