ERIC Number: ED378164
Record Type: Non-Journal
Publication Date: 1994-Jul
Reference Count: N/A
Determining the Success of Teacher Preparation by Assessing What Teacher Education Graduates Know and Are Able To Do.
Simpson, Kawanna J.; Sandidge, Rosetta F.
This paper discusses the follow-up assessment of University of Kentucky teacher education graduates. An instrument was developed and administered to first-year teachers and their internship committee members (resource teachers, principals, and teacher educators) participating in the Kentucky Beginning Teacher Internship Program. Respondents were asked to identify the degree of difficulty that the intern teachers experienced in each of 20 competency areas. Over 4 academic years, approximately 70 percent of the teacher education graduates have responded to the survey and given permission for committee members to participate. Results are passed on to the various college program faculties, who use the findings to create new courses, revise existing courses, and develop in-service workshops. Overall, both quantitative and qualitative responses have been complimentary of the University's teacher education programs. Comments from graduates have consistently suggested that field experiences be increased, courses and instructors within the professional sequence be better linked, theory be directly related to practice, and instruction of political and administrative aspects of teaching be expanded. Appendices provide: (1) a table of the percentage of graduates and their internship committee members rating graduates as proficient or above on selected teacher competencies, and (2) a copy of the assessment instrument. (JDD)
Descriptors: Administrator Attitudes, Beginning Teachers, College Graduates, College Outcomes Assessment, Elementary Secondary Education, Graduate Surveys, Higher Education, Preservice Teacher Education, Program Effectiveness, Program Evaluation, State Universities, Teacher Attitudes, Teacher Competencies, Teacher Evaluation
Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A