ERIC Number: ED495408
Record Type: Non-Journal
Publication Date: 2006
Reference Count: 30
What Makes a Teacher Effective? A Summary of Key Research Findings on Teacher Preparation
National Council for Accreditation of Teacher Education (NJ1)
This report presents current research findings on teacher preparation and effectiveness. While some critics question the role of teacher preparation as a key to teacher effectiveness, this report contends that available research supports the importance of high quality teacher preparation. Well prepared teachers outperform those who are not prepared. This report examines in detail five key findings from the existing research on teacher preparation. These are: (1) Teacher preparation helps candidates develop the knowledge and skills they need in the classroom; (2) Well prepared teachers are more likely to remain in teaching; (3) Well prepared teachers produce higher student achievement; (4) Leading industrialized nations invest heavily in pre-service teacher preparation; and (5) The National Council for Accreditation of Teacher Education (NCATE) makes a difference in teacher preparation. The research presented herein support the following eight conclusions and policy recommendations: (1) High quality pre-service teacher preparation provides beginning teachers with the knowledge and skills needed for effective teaching in today's heterogeneous classrooms; (2) Programs that circumvent high quality pre-service teacher preparation place the beginning teachers at a disadvantage; (3) High quality pre-service preparation should enjoy strong support from federal, state and local policy; (4) All preparation programs should provide evidence that they prepare candidates with the foundational knowledge and skills to positively affect student learning, or they should be closed--NCATE accredited institutions must provide such evidence; (5) All pathways to teaching should undergo review according to national standards; (6) Professional development schools should become the norm for teacher induction; (7) Many hard-to-staff schools should be re-configured as professional development schools; and (8) More comprehensive assessments of teacher knowledge and performance are needed for teacher licensing.
Descriptors: Program Effectiveness, Beginning Teachers, Teacher Characteristics, Teacher Effectiveness, Professional Development, Professional Development Schools, National Standards, Preservice Teacher Education, Teacher Certification, Pedagogical Content Knowledge, Human Capital, Beginning Teacher Induction, Teacher Persistence, Teacher Education, Academic Achievement
National Council for Accreditation of Teacher Education. 2010 Massachusetts Avenue NW Suite 500, Washington, DC 20036. Tel: 202-466-7496; Fax: 202-296-6620; Web site: http://www.ncate.org
Publication Type: Reports - Evaluative
Education Level: Higher Education
Authoring Institution: National Council for Accreditation of Teacher Education, Washington, DC.