Voices of Preservice Teachers on Teacher Quality Components in Urban Schools

Autor/inn/en	Okpala, Comfort O.; Rotich-Tanui, Jerono; Ardley, Jillian
Titel	Voices of Preservice Teachers on Teacher Quality Components in Urban Schools
Quelle	In: Journal of Negro Education, 78 (2009) 2, S.135-145 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Classroom Techniques; Preservice Teachers; Urban Schools; Undergraduate Study; Teacher Effectiveness; Public School Teachers; Instructional Leadership; Educational Quality; Teacher Competencies; Teacher Qualifications; National Standards; Teacher Certification; Teacher Attitudes; Verbal Ability; Evaluation Methods; Student Evaluation; Teacher Characteristics; Student Teacher Attitudes + Suchen Sie Ihr Suchwort? Klassenführung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Grundstudium; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Instruction; Leadership; Bildung; Erziehung; Führung; Quality of education; Bildungsqualität; Lehrkunst; Lehrqualifikation; Lehrerverhalten; Mündliche Leistung; Schulnote; Studentische Bewertung
Abstract	Research studies on teacher quality have concluded that students exposed to high quality instruction learn more than other students, but the evidence on teacher quality components is mixed. There is a growing concern that the decline in the quality of public school teachers is attributed to their preservice learning. In this research study, the perceptions of 178 preservice teachers on teacher quality components were analyzed. The result from the analysis showed that the participants rated National Board Certification status, classroom management skills, undergraduate education degree, love for children, verbal skills, ability to use diverse assessment strategies, and instructional leadership skills as the most important teacher quality components in urban schools. (Contains 4 tables.) (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10