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ERIC Number: ED431740
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 28
Abstractor: N/A
Reference Count: N/A
Teacher Pre-Service Preparation: Does Twice the Time Make Better Beginning Teachers?
Elliott, Anne; Dworet, Don; Harris, Brigitte
Brock University's (Ontario) Faculty of Education developed and conducted two pilot programs that extended teacher education over 2 academic years. This paper reports the results of a study that followed graduate teachers of the extended preparation program into their first professional year. The study explored participants' perceptions of their confidence and competence to teach as well as their experiences during the first year of professional life. Data from individual interviews (n=16) conducted at mid-year and the end of the year indicated that participants overwhelmingly supported the extended teacher preparation program. None of them identified their most important learning or best experience as coming from the first year of the program. Instead, they were adamant that both their confidence and competence were distinctly higher after the second year. The gains they identified resulted from the time that had been spent in particular ways. The second year had been split equally between a 4-month practicum and returning to the faculty to take additional courses. Students liked the extended course because it allowed them to observe and participate in establishing classroom routines and environments, they were in the school long enough to authentically engage in all aspects of teaching, and they were able to become thoroughly engaged in student learning and observe its development over time. (Contains 15 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A