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ERIC Number: ED513928
Record Type: Non-Journal
Publication Date: 2009
Pages: 213
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-2265-2
ISSN: N/A
Novice Teachers' Perceptions of Preparedness to Teach by Certification Route
Wooten, Karen E.
ProQuest LLC, Ph.D. Dissertation, College of Notre Dame of Maryland
The purpose of this study was to examine the effects of certification route (traditional versus non-traditional) on second-year, core content area (English, mathematics, science, and social studies) high school teachers' perceptions of their preparedness to teach. The curricular model for teacher preparation proposed by Feiman-Nemser (2001) served as the conceptual framework. Sixteen teacher-learning activities associated with the early stages along the teacher-learning continuum were examined. Thirty-two novice teachers from a Mid-Atlantic State participated in the study. Participants completed a researcher-designed, self-report survey. The research instrument measured novice teachers' perceptions of their preparedness to teach based on participation in teacher-learning activities across three stages of novice teacher learning--pre-employment, first-year teaching, and second-year teaching. For each of the three stages of novice teacher learning, participants used a 4-point Likert-like scale to indicate the extent to which they perceived 16 teacher-learning activities to be beneficial to their teaching and professional development. Independent samples "t"-tests were computed to examine the effects of certification route on teachers' perceptions of their preparedness to teach. Statistically significant differences between traditionally prepared and non-traditionally prepared teachers' perceptions of preparedness to teach were found for pre-employment and first-year teacher-learning activities, but not second-year professional development activities. Compared to non-traditionally prepared novices, traditionally prepared novices perceived college courses in education and content area course work as beneficial pre-employment and first-year teacher-learning activities. The perceived benefits of networking with other educators were greater for non-traditionally prepared teachers, as compared to traditionally prepared teachers, during first-year teaching. This study found no significant differences for any of the second-year teacher-learning activities. These findings suggest that the effects of teacher certification pathways on teacher learning are limited to pre-employment and first-year teacher-learning activities. Additionally, for all novices in this study, the perceived benefits of some teacher-learning activities persisted along the novice teacher-learning continuum, particularly for those activities involving positive relations with colleagues. Both traditionally and non-traditionally prepared teachers benefited from networking with teachers inside and outside their school communities and from assistance and guidance provided by the teacher across the hall. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A