An Eleven Institution Study of Four-Year and Five-Year Teacher Education Program Graduates.

Autor/inn/en	Baker, Thomas E.; Andrew, Michael D.
Titel	An Eleven Institution Study of Four-Year and Five-Year Teacher Education Program Graduates.
Quelle	(1993), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Comparative Analysis; Educational Practices; Elementary Secondary Education; Extended Teacher Education Programs; Graduate Study; Graduate Surveys; Higher Education; Institutional Research; Job Satisfaction; Preservice Teacher Education; Program Evaluation; Self Efficacy; Teacher Administrator Relationship; Teacher Attitudes; Teacher Effectiveness; Teacher Persistence; Teacher Qualifications; Teaching (Occupation) + Suchen Sie Ihr Suchwort? Bildungspraxis; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Institutionelle Forschung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehramtsstudiengang; Lehrerausbildung; Programme evaluation; Programmevaluation; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrqualifikation; Teaching; Lehrberuf
Abstract	This paper reports and discusses some of the results of a comprehensive survey of approximately 3,000 1985-90 graduates of 11 teacher education programs in the Northeast, Southeast, Midwest, and Southwest. Forty-nine percent graduated from 4-year programs, 36 percent from integrated 5-year programs, and 14 percent from fifth-year (graduate only) programs. A primary objective of the study was to assess graduates' academic qualifications, perceptions of teacher preparation programs, career commitment, job satisfaction, current practice, leadership positions, and perceived performance relative to colleagues. A second important objective was to investigate possible differences between graduates of 4- and 5-year programs. Results suggest that these recent graduates are academically well prepared, are highly regarded by their principals, have a strong commitment to teaching, favor nontraditional teaching methods, and have a strong sense of efficacy. Graduates of 5-year programs are more likely to remain in teaching, to say they plan to be teaching in 5 years, and to say they would choose teaching again. Five-year graduates are also more likely to have served as a curriculum developer, and they report greater discouragement over lack of time to work with colleagues. Analysis by institution indicates that principals' ratings are highest for graduates of integrated 5-year programs. A list of participating institutions, a map of their distribution, and a copy of the survey instruments are appended. (Contains 19 references.) (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01