ERIC Number: ED367640
Record Type: RIE
Publication Date: 1993-Nov-12
Reference Count: N/A
An Exploratory Study To Determine Principals' Perceptions Concerning the Effectiveness of a Fifth-Year Teacher Preparation Program.
Dyal, Allen B.
This dissertation synopsis reports on the perceptions of principals concerning the effectiveness of a fifth-year teacher preparation/internship program and compares these perceptions with prior held views concerning fourth-year student teacher program effectiveness. The internship program includes Analysis of Teaching for Professional Development (2 credit hours), Professional Internship in Teaching (12 credit hours), Clinical Studies (4 credit hours), 6 credit hours in appropriate teaching methods, and 12 credit hours in an approved concentration. Forty principals directly involved with the supervision of interns who completed the University of Tennessee, Knoxville fifth-year teacher preparation/internship program were surveyed, and eight were interviewed. Results revealed general support for the internship program. Principals gave high ratings to statements about interns developing effective professional relationships with mentoring teachers, the year-long time frame, and interns' exposure to extracurricular activities. Principals gave low ratings to interns' pursuance of a master's degree, the content area skill of interns compared to student teachers, and intern performance on the Tennessee Instructional Model compared to student teachers. Maturity and confidence of interns were perceived as program strengths. The study concluded that a fifth-year teacher preparation/internship program compared favorably with fourth-year student teaching programs. (Contains 15 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: University of Tennessee Knoxville
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (New Orleans, LA, November 10-12, 1993).