How Well Do 1st-Year Teachers Teach: Does Type of Preparation Make a Difference?

Autor/inn/en	Good, Thomas L.; McCaslin, Mary; Tsang, Henry Y.; Zhang, Jizhi; Wiley, Caroline R. H.; Bozack, Amanda Rabidue; Hester, Waverely
Titel	How Well Do 1st-Year Teachers Teach: Does Type of Preparation Make a Difference?
Quelle	In: Journal of Teacher Education, 57 (2006) 4, S.410-430 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487106291566
Schlagwörter	Classroom Techniques; Teacher Effectiveness; Teaching Methods; Beginning Teachers; Preservice Teacher Education; Partnerships in Education; College School Cooperation; Alternative Teacher Certification; Graduate Study; Undergraduate Study; Observation; Comparative Analysis; Classroom Research; Knowledge Base for Teaching; Classroom Observation Techniques; Classroom Communication; Teacher Student Relationship; Student Evaluation; Scoring Rubrics; Arizona; Praxis Series + Suchen Sie Ihr Suchwort? Klassenführung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Junior teacher; Junglehrer; Lehramtsstudiengang; Lehrerausbildung; Hochschulpartnerschaft; Aufbaustudium; Graduiertenstudium; Hauptstudium; Grundstudium; Beobachtung; Teaching theory; Theory of teaching; Unterrichtstheorie; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulnote; Studentische Bewertung; Scoring formulas; Auswertungsbogen
Abstract	The authors present a program of research on the teaching practices of 1st-year teachers that has evolved within a partnership between and among a university and area school districts. The research links observed 1st-year teaching practices with school level (elementary, middle, high school) and type of teacher preparation (traditional bachelor's degree or nontraditional master's degree or postbaccalaureate certification). This study was conducted during 3 consecutive years, and results suggest that 1st-year teachers, as a group, performed adequately. School-level analyses reveal higher quality classroom management practices at the elementary level. Type of preparation analyses reveal higher quality management practices among teachers who attended traditional programs. The potential interaction between school level and type of preparation was not definitive but suggests further research is needed on the match between type of preparation and school level as expressed in quality of teaching practices. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10