ERIC Number: EJ776351
Record Type: Journal
Publication Date: 2003
Reference Count: 21
Self-Entering and Exiting a Teacher Preparation Program: What Happens in between? How Do We Know Our Graduates Are Prepared to Teach?
Sagmiller, Kay M.; Marioni, Joan; Kim, Younghee M.
Asia Pacific Education Review, v4 n1 p51-66 2003
In determining whether graduates of the Master of Arts in Teaching (MAT) Program at Southern Oregon University were developing the necessary knowledge, skills, and dispositions to teach, faculty members found themselves examining their own practice. This is just what Goodlad (1988) suggested we do: clarify our own beliefs in order to better understand our teacher preparation program. We discovered that the development of the MAT program is primarily shaped by the people who teach within the program. Who we are as people, influences who we are as teachers and, who we are as teachers influences the nature of the teacher preparation program. This discovery underscored the importance of our efforts to steward the development of our students' personhood as well as their knowledge and skills. (Contains 3 tables.) [Appended to this document are: (1) "Appendix A. SOU MAT Portfolio Rubric"; (2) "Appendix B. SOU MAT Preservice Observation Form"; and (3) "Appendix C. SOU MAT Work Sample Rubric."]
Descriptors: Teacher Education Programs, College Faculty, Self Evaluation (Individuals), Locus of Control, Art Education, Masters Programs, Program Evaluation, Program Development, Preservice Teacher Education, Professional Development, Teacher Competencies, Knowledge Base for Teaching
Education Research Institute, Seoul National University. Department of Education, 599 Kwanak-Ro, Kwanak-Gu, Seoul 151-748, South Korea. Tel: +82-2-880-5896; Fax: +82-2-889-6508; e-mail: firstname.lastname@example.org; Web site: http://eri.snu.ac.kr/aper
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Oregon