ERIC Number: ED359187
Record Type: RIE
Publication Date: 1993-Apr
Preservice Teachers' Perceptions of the First Year of a Teacher Preparation Program.
Garmon, M. Arthur
This paper reports the findings of a year-long study of 11 preservice teachers' perceptions of the first year of a teacher preparation program. These students were interviewed individually at least four times, and reported that learning concrete teaching methods was one of the most valuable aspects of their preparation because these methods could be used in their own teaching, because they served as illustrations or examples of teaching possibilities, and because they facilitated the students' understandings of concepts they were being taught. Students also valued having opportunities to work in classrooms because these experiences helped to familiarize them with teaching practices, gave them firsthand knowledge of pupils, contributed to their knowledge of their own beliefs and abilities, and enabled them to see theory being put into practice. The aspects of their preparation which they identified as most unsatisfactory included the heavily theoretical nature of their courses, inadequate opportunities for spending time in classrooms, insufficient instruction in classroom management, and some instances of poor quality instruction. The paper concludes with a discussion of the implications findings might have for teacher educators. An appendix provides mid-year and end-of-year interview questions. (Contains 30 references.) (Author/LL)
Descriptors: Classroom Techniques, Educational Practices, Elementary Secondary Education, Field Experience Programs, Higher Education, Methods Courses, Preservice Teacher Education, Prior Learning, Program Effectiveness, Special Education, Student Attitudes, Teacher Education Programs, Teacher Educators, Teaching Experience, Teaching Models, Theory Practice Relationship
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).