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ERIC Number: EJ843070
Record Type: Journal
Publication Date: 2006
Pages: 8
Abstractor: ERIC
Reference Count: 18
ISSN: ISSN-1931-6569
Competencies of Traditionally Prepared and Lateral Entry Teachers: Implications for School Administrators
Brown, Michael B.; Bolen, Larry M.; Lassiter, Casey L.; Burke, Melva M.
AASA Journal of Scholarship & Practice, v3 n1 p18-25 Spr 2006
The purpose of this study is to examine principals' perceptions of the teaching ability of first-year traditionally prepared and lateral entry teachers. There is little research that directly assesses what teachers learn in their pedagogical preparation and the relationship of their level of pedagogical knowledge to how they actually teach or to what students learn. The participants included public elementary, middle, and high school principals in the state of North Carolina. Principals perceive that traditionally prepared (TP) teachers are more competent than teachers seeking alternative teacher licensure, although they are not viewed as meeting the competencies on the RTPAI (revised version of the "Teacher Performance Appraisal Instrument") on a consistently high basis. The lower ratings of lateral entry (LE) teachers in all five teacher competency areas likely reflect the LE teachers' lack of prior teaching experience. LE teachers are not required to have taught before beginning teaching while the TP teachers traditionally have one or more semesters of teaching experience during the clinical practice portion of their training program. First year teachers in this study, whether LE or TP, are consistently perceived by school principals as having marginally adequate to inadequate mastery of major teaching competencies. The first year of teaching is especially difficult (Kennedy, 1998) and new teachers must learn to reorganize their knowledge of subject matter. (Contains 1 table.)
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina