Problems of beginning teachers: Comparing graduates of bachelor's and master's level teacher preparation programs

Kent, Susan I.

doi:10.1080/08878730009555239

Cited by 13 publications

(3 citation statements)

References 10 publications

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“…The challenges for novice teachers include planning and motivating students, understanding and implementing a curriculum already in place, developing a rapport with students, parents, colleagues, and administrators, and learning to navigate the organizational structure (Kent, 2000). Additionally, the novice must learn how to negotiate the introduction of new ideas and practices learned during teacher education preparation (McCaughtry et al, 2005).…”

Section: Socializaton Into the Professionmentioning

confidence: 99%

A New Conceptual Model for Principal Involvement and Professional Collaboration in Teacher Education

Varrati

LaVine

Turner

2009

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Beginning teachers often identify the school principal as a key figure for support and guidance. Few teacher education conceptual models exist that significantly integrate the building principal into the clinical experiences of teacher candidates. The rationale behind initiating discourse on principal involvement grows out of current policy and reform initiatives that require increased accountability for improved student performance. The call for more deliberate principal involvement in preservice also arises in regard to teacher attrition and retention concerns. Having the principal engage in active mentoring during preservice may positively address these issues by providing a more complete socialization and enculturation process into today's context of schooling. Purpose/Objective/Research Question/Focus of Study The major research questions for this study were: (1) What are the level and types of support that building principals provide for the preparation of new teachers? (2)What are the obstacles that may be preventing principals from becoming more involved with teacher preparation? (3) What are the types of activities that make sense for principal involvement with field experience and student teaching? (4) What are suggestions for more meaningful collaboration between schools and teacher/administrator preparation programs? Research Design The study was designed as an interpretive qualitative research project that attempted a measure of self-reporting through in-depth interviews. Conclusions/Recommendations M3—A new conceptual model of collaboration (three supports for preservice teacher: mentor, university supervisor, and principal) was presented to include the principal with the preservice teacher, university supervisor, and cooperating teacher in a community of practice for teacher preparation. To build on this research and continue the discourse about the principal's role, several implications and areas for future study are presented: (1) investigation of teacher preparation programs more in depth to get further information about how principals are involved in teacher education, (2) implementation of the M3 conceptual model in a pilot capacity during field and student teaching experiences to gather more data about collaboration, especially the role of the principal, (3) the collaboration of principal preparation and teacher education programs to address this aspect of supervision in course content and internships, (4) the difference in perceptions of prospective and practicing principals regarding their role with teacher candidates during preser-vice, and (5) study of professional development schools to see how the principal is involved in a supervisory and instructional leadership capacity with preservice teachers.

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Section: Socializaton Into the Professionmentioning

confidence: 99%

A New Conceptual Model for Principal Involvement and Professional Collaboration in Teacher Education

Varrati

LaVine

Turner

2009

Teachers College Record: The Voice of Scholarship in Education

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“…Most of the difficulties experienced by recently graduated teachers arise from issues related to classroom management and feeling of unreadiness. And when the teacher candidates are asked about this situation, they mention that they have little experience (Kent, 2000). Hence in this direction, determining the opinions of teacher candidates about their own undergraduate program is considered to be important in terms of completing their professional development before the service within the scope of our research.…”

Section: Introductionmentioning

confidence: 99%

History Teacher Candidates’ Evaluation of Their Undergraduate Programs

Akhan

2021

JCT

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The aim of this research is to reveal the thoughts on the history program of the teacher candidates who have recently graduated from the history teaching undergraduate program. In this research, a case study model from qualitative research methods was adopted. The study group of this research consisted of 49 teacher candidates, 18 female and 31 male. The teacher candidates were senior students to graduate at the end of the 2019-2020 academic year, and they were selected from education faculties at three state universities. Within the framework of this study, an easily attainable method was adopted in the selection of universities and faculties, and the criterion sampling, a purposeful sampling method, was used while choosing the study group. The data of the study were collected via e-mail correspondence with a questionnaire consisting of open-ended questions created by the researcher. The data obtained from the study group were analyzed using descriptive analysis. When the results of the study are evaluated in general, it could be stated that the history teacher candidates in the study group mostly have positive opinions about their undergraduate education. However, teacher candidates expressed that the course contents were very theoretical and added that the number of practical courses should be increased.

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“…Numerous studies have revealed that teaching is a complex and challenging filed (e.g., Kent, 2000;Rust, 1994). In exploring the complexity of teaching, researchers have noted that beliefs and perspectives play a critical role because they are recognized as important mediators of teaching behaviours (McNeil, 1990).…”

Section: Introductionmentioning

confidence: 99%

Teaching Perspectives of Pre-service Physical Education Teachers in Shanghai: A Pilot Study

Lijuan¹

2011

ASS

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The purpose of this study is to examine the teaching perspective of pre-service Physical Education teachers in Shanghai, China. The Teaching Perspectives Inventory instrument (Pratt, 1998) was used to collect data from 158 pre-service teachers. Descriptive data showed that pre-service teachers exhibited a common pattern of at least one or perhaps two dominant teaching perspectives. They attached importance to student affective development, but paid less attention to the change of society and student thinking. A series of univariate analyses of variance revealed that the scores of the female teachers on Nurturing were significantly higher than those of the male teachers. Although study levels had no significant effect on teaching perspectives of pre-service teachers, a slight increase in the mean scores of Transmission and Social Reform perspectives was observed in first-year to fourth year pre-service teachers. Finally, a significant correlation among several perspectives was observed. Using the findings as bases, we provide implication for the improvement of teaching perspectives

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Problems of beginning teachers: Comparing graduates of bachelor's and master's level teacher preparation programs

Cited by 13 publications

References 10 publications

A New Conceptual Model for Principal Involvement and Professional Collaboration in Teacher Education

A New Conceptual Model for Principal Involvement and Professional Collaboration in Teacher Education

History Teacher Candidates’ Evaluation of Their Undergraduate Programs

Teaching Perspectives of Pre-service Physical Education Teachers in Shanghai: A Pilot Study

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