ERIC Number: EJ854590
Record Type: Journal
Publication Date: 2004
Reference Count: 1
Snapshot: I'm a "Real" Teacher!
Mummert, Darlos K.; Conover, Lynda A.
Beyond Behavior, v14 n1 p25-26 Fall 2004
Making the transition from college student to classroom teacher is certainly a life-changing event, and, whether the transition is smooth or rocky, many kinds of adjustments are inevitable. Even those who bring considerable maturity to the process can find it difficult to suddenly be the person in charge for an entire class for an entire day, day after day! The focus of this article is on how new teachers feel and cope as they enter the profession and encounter the factors that support them throughout the year. The article describes the results of a survey of recent graduates conducted by the special education department of a midsized university in the Midwest. The survey was conducted in an effort to discover in what ways and to what degree the realities of teaching matched students' expectations and whether graduates felt prepared for their new roles by the program of coursework and fieldwork they had experienced. Although university programs conduct follow-up studies of graduates for a variety of reasons (primarily for accountability information), the authors were delighted to discover the rich and diverse realities experienced by the new teachers and their generally positive transitions to such experiences.
Descriptors: Education Work Relationship, Beginning Teachers, Teacher Surveys, Special Education Teachers, Preservice Teacher Education, Teacher Attitudes, Special Education, Disabilities, Guidelines, Graduate Surveys, Teaching Conditions
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/beyondbehavior/index.cfm?categoryID=D646D293-C09F-1D6F-F9C4E203B21F5EB8
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A