ERIC Number: ED370909
Record Type: RIE
Publication Date: 1992
Reference Count: N/A
Windows on Teacher Education: Student Progress through Colleges of Education. Phase 3: The Third Year.
Renwick, Margery; Vize, June
This report presents findings from the third phase of a longitudinal study of teacher education, based on a survey of 289 students in their third and final year of training at Auckland, Wellington, and Christchurch Colleges of Education in New Zealand and interviews with 74 of the students. The study investigated students' perceptions of their third year of training (specifically their courses), students' perceptions of the curriculum areas they were involved with in their first year of teaching, key beliefs about education and learning, changes in student views between the beginning of training and entering the classroom, student performance and contributing factors, relationship with parents of students, attitudes toward teaching Maori, assessment of student teachers, college workload, and students' intentions. A series of six student profiles is provided in order to give a more rounded view of individual students. Major findings include, among others: (1) at the end of their training, almost all the students were confident about teaching and running an integrated curriculum program in their own classroom; (2) students were least looking forward to teaching Maori and music and using computers in the classroom; and (3) students were most looking forward to teaching reading, physical education, and written language--curriculum areas where they had most experience during training. (JDD)
Descriptors: Attitude Change, Course Content, Curriculum, Elementary Secondary Education, Foreign Countries, Higher Education, Interviews, Longitudinal Studies, Parent Teacher Cooperation, Performance Factors, Preservice Teacher Education, Preservice Teachers, Student Attitudes, Student Evaluation, Student Teachers, Student Teaching, Surveys, Teacher Education Programs
Distribution Service, New Zealand Council for Educational Research, P.O. Box 3237, Wellington, New Zealand.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: New Zealand Council for Educational Research, Wellington.
Identifiers: Maori (Language); New Zealand
Note: For reports on the other phases of this study, see ED 334 163 (Phase 1), SP 035 249 (Phase 2), and ED 365 670 (Phase 4). For the final report, see ED 368 713.