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ERIC Number: ED258967
Record Type: RIE
Publication Date: 1985-Apr
Pages: 40
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
How Valuable Is Teacher Training to Beginning Teachers? An Analysis of Graduate Feedback from a Rural Teacher Training Program.
Hoffman, David E.; Roper, Susan Stavert
This paper offers a strategy for evaluating effectiveness of preservice teacher education programs focusing on importance of the program to the beginning teacher. A survey of beginning teachers sought their evaluation of the relative value of selected competencies (N=35) emphasized in their training programs. Responses to a questionnaire were received from 32 elementary teachers, 15 secondary, and 5 with dual positions. The questions sought teachers' opinions on: (1) importance of the listed competencies to teacher success; (2) how skilled they believe themselves to be in each competency at the beginning of their teaching careers; (3) where did they believe they learned each competency; and (4) in relation to other sources of skill, what contribution did their teacher education program make to their teaching competence. Results indicated: (1) Teachers felt almost all of the competencies taught were important to their teaching; (2) While the teachers felt the competencies important to their success as beginning teachers, they did not feel skilled in a number of them; (3) Education coursework emerged as a rival in importance to student teaching; and (4) Education courses and student teaching accounted for about half of the total ratings for valuable sources of competence. Data resulting from the survey are presented in tables. Findings are discussed and implications are drawn in the areas of methodology used in the study, possible areas for assessment of teacher education programs, and insights regarding the design of graduate feedback studies. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (69th, Chicago, IL, March 31-April 4, 1985). Some tables may not reproduce well.