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ERIC Number: ED519014
Record Type: Non-Journal
Publication Date: 2010
Pages: 111
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-6732-2
Effectiveness of Teacher Preparation: From Theory to Practice
Prince, Bennie Faye
ProQuest LLC, Ph.D. Dissertation, Capella University
Effective teacher preparation programs in higher education are crucial to the development and retention of future professionals. Therefore, these programs must offer learning experiences that reflect the relationship between theory and practice. This study evaluated the significance of self-esteem as a framework to assess the theory and practice relationship within the secondary departmental teacher preparation program curriculum. Further, this study captured the students' perception of how relevant the theory-practice relationship is in preparing them to teach. The culmination of the information provided in this study contributed to the overall training and development strategy that has been recommended on the basis of the proposed individual collaboration advising model that reflects the need to customize teacher preparation programs to best fit the individual skills and aptitudes of the teacher candidates. This research is not all-inclusive and merely tries to present the scope of this topic to prompt further research in the field including improvisation within teacher preparation programs and evaluation of these programs. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A