ERIC Number: ED229364
Record Type: RIE
Publication Date: 1983-Apr-11
Reference Count: 0
Teacher Education Curricula: Perceptions of First-Year Teachers.
Page, Jane; And Others
A research study of 300 Georgia first-year school teachers sought: (1) to identify first-year teachers' perceptions of their undergraduate education curricula; (2) to determine whether significant differences in perceptions exist among groups of first-year teachers categorized on the basis of background information; and (3) to determine which variables are most predictive of first-year teachers' decisions to continue as classroom teachers. A survey containing both controlled-choice and open-ended items was the basis for the study's results. Three statistical procedures were used in analyzing the data. Major findings include: (1) A large majority of Georgia first-year teachers are female (87.1 percent), white (89.2 percent), and in their early 20s (66 percent); (2) A majority of the subjects (63.2 percent) plan to remain as classroom teachers; (3) A large majority (at least 80 percent) of teachers perceived their preparation as good or excellent in 10 specific areas; and (4) Females', Blacks' and young teachers' perceptions of certain aspects of their preparation were significantly more positive than were perceptions of males, whites, and older first-year teachers. Thirteen tables are appended. (JM)
Descriptors: Beginning Teachers, Education Courses, Education Majors, Educational Quality, Graduate Surveys, Higher Education, Predictor Variables, Preservice Teacher Education, Program Evaluation, Relevance (Education), Teacher Attitudes, Teacher Education Curriculum, Teacher Education Programs, Teacher Employment, Teacher Persistence
Publication Type: Speeches/Meeting Papers; Reports - Research; Information Analyses
Education Level: N/A
Sponsor: Georgia Southern Coll., Statesboro.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 11, 1983). Funded by the Faculty Research Committee.