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ERIC Number: ED326521
Record Type: RIE
Publication Date: 1990-Nov
Pages: 13
Abstractor: N/A
Reference Count: N/A
Principals' Perceptions of the Effect of a Year-Long Internship on First-Year Teaching Performance: "They Really Get To Know What Is Going On."
Boser, Judith A.; Wiley, Patricia Davis
Nine former interns were hired to teach at six schools in the same system in which they had completed a year-long internship. Three student teachers were also hired to teach in three of those schools. Principals of the six schools were interviewed on their reasons for hiring these new teachers and their thoughts on the internship program. None of the principals thought that the internship was the specific reason an individual was hired; the personality of the individual was cited by some of the principals as being more important than the type of preparation program completed. Personality included attitude, ability to teach, flexibility, and maturity. The internship was seen as an advantage only if all other attributes of the candidates were equal. However, being in the school for a full year was seen as a strength. According to principals, interns were as well prepared as or better prepared than student teachers. While the internship year was viewed as being extremely valuable, there was some concern that the additional year and increased financial demands would discourage students from entering the program. (JD)
Publication Type: Speeches/Meeting Papers
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 Mid-South Educational Research Association (New Orleans, LA, November 14-16, 1990). For a related document, see SP 032 757.