Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

Tytuł pozycji:

Student teacher perceptions regarding career readiness and the effectiveness of a teacher preparation program

Tytuł:
Student teacher perceptions regarding career readiness and the effectiveness of a teacher preparation program
Autorzy:
Josue Dantas
Temat:
Teacher preparation
Career readiness
Newly graduated teachers
Program evaluation
Education
Special aspects of education
LC8-6691
Źródło:
Revista Eletrônica de Educação, Vol 10, Iss 2, Pp 317-331 (2016)
Wydawca:
Universidade Federal de São Carlos, 2016.
Rok publikacji:
2016
Kolekcja:
LCC:Education
LCC:Special aspects of education
Typ dokumentu:
article
Opis pliku:
electronic resource
Język:
English
Spanish; Castilian
French
Italian
Portuguese
ISSN:
19827199
1982-7199
Relacje:
http://www.reveduc.ufscar.br/index.php/reveduc/article/view/1559/506; https://doaj.org/toc/1982-7199
DOI:
10.14244/198271991559
Dostęp URL:
https://doaj.org/article/ff271927441e42b6a36e7d4477792685  Link otwiera się w nowym oknie
Numer akcesji:
edsdoj.ff271927441e42b6a36e7d4477792685
Czasopismo naukowe
This study investigated student teachers perceptions regarding career readiness and the effectiveness of a teacher preparation program at Lynn University. In 2011, research conducted by McCulloch, Burris, and Ulmer emphasized that there are more than 1,400 colleges and universities in the United States preparing students to enter the teaching profession. Teacher preparation programs in the United States continue to graduate many individuals who do not go into a teaching career long-term. This study was designed to provide insight into whether or not student teacher perceptions might be used as a different perspective in terms of teacher preparation program evaluation. The investigation was conducted through the collection of data from a demographic survey and the administration of semi-structured interviews with the research participants. The data were organized through the categories of analysis proposed by the researcher: Category A: Effective classroom management skills; Category B: Programs and Endorsements; Category C: Instructor recommendations; Category D: Program requirements and features; Category E: Test preparation – State requirements and further combinations among them. The results of the study demonstrated that students recommend the inclusion of “hands on activities” as an alternative devoted to enhance the teacher preparation program. The findings of this study may be useful to contribute to the development of teacher preparation programs, to educational research literature, and also in terms of planning and implementing effective professional development for teachers.

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies