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ERIC Number: ED375094
Record Type: Non-Journal
Publication Date: 1994-Jul
Pages: 11
Abstractor: N/A
Reference Count: N/A
Self-Perceptions of Preparedness for Teaching of Teacher Education Graduates.
Lang, Catherine
This study, currently in progress, explores the perceptions of 75 near graduate primary teacher education students at the University of Waikato in Hamilton, New Zealand, about their preparedness to teach. It investigates the students' views about the areas of teaching for which they feel the 3-year program of teacher education at the School of Education, University of Waikato, has prepared them well and the areas in which they feel the program could have prepared them better. The study also identifies the things which students wish to know more about before they start with their first class of children, and the things they anticipate may cause them problems as a first-year teacher. The survey will be followed by interviews with 20 subjects concerning their perceptions of teaching after 6 months of teaching experience; 4 interviews are reported here. Initial survey data revealed that respondents felt the best prepared in setting up classroom reading-language programs, understanding the importance of planning, practical classroom teaching experience, and understanding the importance of assessment. They did not feel well prepared to manage children's behavior, to conduct long-term planning, and to teach mathematics. Interview data indicated that planning for a whole class across the range of curriculum subjects had been difficult, but that models provided by their tutor teachers had been helpful. Beginning teachers found it hard to articulate their planning process. Their planning is based on identified learning needs, New Zealand curriculum documents, constructivist views, research evidence, and transference of planning knowledge from one curriculum area to another. (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand