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ERIC Number: ED421479
Record Type: Non-Journal
Publication Date: 1997-Jun
Pages: 23
Abstractor: N/A
Reference Count: N/A
Meeting the Needs of Future Teachers: Curricular Changes for Preservice Programs from Implications of Secondary Teachers' Perceptions of Recent Changes in Ontario Schools.
Glassford, Larry A.
This paper discusses how preservice teacher education programs can be improved to better service teacher candidates. This paper examines a study of teachers from nine Ontario secondary schools regarding the impact of change on their work lives. The study involved 130 survey questionnaires and 45 structured interviews. This paper focuses on information from teachers with at least 10 years of experience (36 questionnaires and 12 interviews) to determine indications of particular success or failure in dealing with change that might be traced to their initial preservice education programs. More than three out of five teachers did not have pleasant experiences with change in their profession. Just over 51 percent agreed that teachers were unprepared for change, and about 75 percent believed that teachers were not in control of change. Just over 52 percent believed that change made teaching less satisfying. Almost 62 percent agreed that change had a negative impact on time allocation and use. About 84 percent agreed that change in the years ahead will transform the work lives of teachers. Despite largely negative personal encounters with change to their professional lives, these teachers fully realized that major innovations and alterations were coming. Comparison of teachers with less than 10 years and more than 10 years of experience showed a few variations, though in most categories the responses were similar. Fewer of the newer teachers felt unprepared for change or that change made teaching less satisfying. (Contains 5 tables of questionnaire response percentages and 12 references.) (SM)
Publication Type: Opinion Papers; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada