ERIC Number: ED442764
Record Type: Non-Journal
Publication Date: 1999-Jul
Reference Count: N/A
Prepared To Teach? Key Findings of the New York City Teacher Survey. Policy and Research Series.
Imbimbo, Josephine; Silvernail, David
This publication presents key findings from the New York City Teacher Survey, which examined teachers' perceptions regarding their professional preparation, how their perceptions differed according to type of preparation they received, and whether perceptions differed from those of a national sample of teachers and from a sample of teachers who had graduated from exemplary teacher education programs. Results indicated that most teachers planned to continue teaching for as long as possible and believed they were making a difference in their students' lives. They felt the need for better preparation before entering the classroom, particularly in the areas of educational technology and working with new English language learners. Most teachers felt they were not well prepared to teach in ways that would help all students achieve high academic standards. Teachers' overall feelings of preparedness as they entered teaching most strongly related to: subject area knowledge and instructional strategies, proficiency in educational technology, and effective classroom management. Teachers valued opportunities for professional development. The topics and activities that received the highest ratings were classroom management, addressing the needs of individual learners, teaching methods, and in-depth study of a content area. (SM)
Descriptors: Academic Standards, Classroom Techniques, Educational Technology, Elementary Secondary Education, Faculty Development, Higher Education, Inservice Teacher Education, Preservice Teacher Education, Teacher Attitudes, Teacher Competencies, Teacher Surveys, Teachers, Teaching Skills
New Visions for Public Schools, 96 Morton Street, New York, NY 10014; Tel: 212-645-5110; Fax: 212-645-7409. For full text: www.newvisions.org.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: New Visions for Public Schools, New York, NY.