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ERIC Number: EJ796431
Record Type: Journal
Publication Date: 2004
Pages: 13
Abstractor: ERIC
Reference Count: 23
ISSN: ISSN-1536-3031
Becoming a Teacher: Can Fifth Year Programs Influence the Attitudes of Teacher Candidates?
O'Sullivan, Sheryl; Jiang, Ying Hong
Issues in Teacher Education, v13 n2 p57-69 Fall 2004
Learning to teach is a developmental process. This process begins in some fashion when a person enters formal schooling and ideally continues throughout life, with good teachers always becoming better teachers. Teaching is perhaps the only career in which people have such an extended term of development. Unfortunately, nearly all of this growth in teaching is informal, haphazard and idiosyncratic. Only during a miniscule portion of this career development are individuals given formal, research-based information on the act of becoming a teacher. In California, formal university preparation is required by law to take no longer than one year, and new teachers then have induction programs of varying support for only the early years of their career. Numerous studies have noted that this relatively brief period of formal training is inadequate to change the beliefs and attitudes of teachers. The study reported in this article began with the following question in mind: Whether a one year intervention during mid-development is adequate to produce any great change in what teachers believe about teaching. It had two purposes. First, the study was designed to look at what the beliefs about teaching really are for entering pre-service teachers. Second, the study sought to determine whether these beliefs could be changed during the coursework of a fifth-year teacher preparation program. Findings from the study will help to answer the essential question of the efficacy of fifth-year teacher preparation programs for changing teacher beliefs. (Contains 1 table and 1 figure.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California