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ERIC Number: ED466443
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 29
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Study of Stages of Beginning Teacher Development in a Field-Based Teacher Education Program.
Watzke, John L.
This study investigated stages of beginning teacher development within a field-based Master's of Education program that included a 4-semester, full-time teaching requirement in impoverished schools. The study examined stage theory in teacher development, comparing the literature with identified stages in this field-based programmatic model. It also identified characteristics of teacher development across 1.5 years of beginning teaching. Participants were first and second year teachers who completed surveys at the beginning and end of the summer session and end of one semester of teaching. The survey identified stages of teacher development and assessed the impact of programmatic goals. The study involved collecting demographic and background information and observing teachers. The chronology of beginning teacher characteristics suggested a dynamic process of initial concerns, experience, reflection, and professionalization. This sequence was inclusive of the self, task, and impact descriptors, but more varied in the application to development. Six stages included pre-teaching, post-practicum, initiation to teaching, professionalization, reflection, and professional growth. Impact concern was the highest ranking concern from beginning to end. Concerns for self were initially reduced upon the first year of teaching, but reemerged by the end of the first year. (Contains 10 tables and 27 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