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ERIC Number: ED490512
Record Type: Non-Journal
Publication Date: 2004-Apr-15
Pages: 11
Abstractor: Author
Reference Count: 19
ISBN: N/A
ISSN: N/A
From Ryan to 2042: Phase I of the Longitudinal Study Comparing Teacher Preparation Program Models through Teacher Candidate Perceptions Regarding the Instruction of Students, Including Typically Performing Students, Students with Special Needs, and English Learners
Smith, Beth Anderson; Herner, Leah; McCambridge, Michael; Sieger, Julie
Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, 2004)
The purpose of this study was to determine the most effective way to prepare teacher candidates to work with English learners and students with disabilities by surveying teacher candidate perceptions regarding their preparation. A forty-item instrument was developed probing teacher candidates? perceptions of their level of preparation for working with special populations in the general education classroom. Teacher candidates were surveyed at the end of three phases of teacher preparation (foundations, methods coursework and an introduction to student teaching, fulltime student teaching and advanced methodology) using the Flashlight tool developed by the Center for Teaching and Learning at Washington State University (http://www.ctlt.wsu.edu/). Results of the first phase of this study indicate that teacher candidates feel sufficient in their knowledge regarding the instruction of typically performing students throughout their preparation program. However, while teacher candidates feel their knowledge is sufficient regarding the instruction of special populations after foundational coursework, they feel less so after methods coursework and an introduction to student teaching. After a fulltime semester of student teaching and advanced methodology, teacher candidates perceive their knowledge is more sufficient than during their introductory semester, but not as high as they did after foundational coursework. Teacher candidates perceive the least sufficient knowledge for instructing students with special needs in all phases of their preparation program. Once teacher candidates engage in practice, they continue to perceive that their knowledge is sufficient in instructing typically performing students; however, they feel much less sufficient in instructing English Learners and students with special needs. Teacher preparation programs must continue to infuse more knowledge and skills for instructing students with special needs and English learners throughout program and eldwork. Further analysis as to the finding that teacher candidates perceived diminishing levels of sufficiency rather than increasing levels as they progressed through their program should be conducted. (Contains 6 charts.)
Publication Type: Numerical/Quantitative Data; Reports - Research; Speeches/Meeting Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A