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ERIC Number: ED481052
Record Type: Non-Journal
Publication Date: 2003-Jul-10
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Follow Up Study: John H. Lounsbury School of Education Field-Based Program Graduates Now Teaching in Partner and Professional Development Schools of Georgia College and State University.
Smoot, Sharene L.
A study was done to investigate the status and attitudes of graduates from field-based programs of the John H. Lounsbury School of Education of Georgia College and State University who were teaching in partner and professional development schools. The study was done in two waves, first by e-mail, and then by postal service. There were 41 respondents from 22 different partner schools; most had graduated since 1999. Teachers' perceptions of their overall ability as first-year teachers were: "excellent," 50%; "good", 45%; and "fair," 5%. Ratings of various aspects of teaching ability were similar to those from student exist surveys. The kind and amount of new teacher orientation they had received varied greatly from school to school. About 75% of the respondents said the schools assigned them an experienced teacher as first-year mentor, and most reported that the mentor was very helpful. Personal support from their college professors during their first years in partner schools was perceived by 54% of the respondents, but only about half represented "real" support, with the rest being informal contacts or placement of current teacher education students in their classes. The chief benefit of being at a partner school was the ability to host current teacher education students. Many practical suggestions were received about how the School of Education could do more for their partner schools. An appendix contains the study instruments. (SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A