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ERIC Number: ED568046
Record Type: Non-Journal
Publication Date: 2015
Pages: 143
Abstractor: As Provided
ISBN: 978-1-3395-2608-9
A Study of the Perceptions of First-Year Teachers as Prepared Classroom Teachers
Ward, Vida Jane
ProQuest LLC, Ed.D. Dissertation, Lindenwood University
The quality of teacher education allows first-year teachers to meet mandates at federal and state levels (Darling-Hammond, 2010a). The teaching profession is complex and requires new and innovative quality preparation programs (Wei, Andree, & Darling-Hammond, 2009). This study involved examination of the perceptions of 17 building principals and 16 first-year teachers to determine the effectiveness of teacher preparation. First-year teachers identified essential elements of teacher preparation and weaknesses of programs. The study addressed building principals' perceptions of differences, if any, in the effectiveness of first-year teachers graduating from traditional teacher preparation programs and first-year teachers who choose alternative routes to the profession. Perceptions of first-year teachers and building principals were identified in regard to the skills of first-year teachers in the classroom. Building principal perceptions indicated first-year teachers are prepared as effective classroom teachers in the areas of content knowledge, creating positive environments, classroom management, cooperative learning, cooperative partnership, implementing curriculum, use of technology and communication; understanding student learning, growth, and development; and performing roles, responsibilities, and collegial activities. Identified weakness in the effectiveness of first-year teachers were in the areas of instruction and assessment. Building principals indicated first-year teachers from traditional programs were more effective than those who chose alternative programs. First-year teachers indicated essential elements of teacher preparation programs to be organization, classroom structure, positive reinforcement, classroom management, and implementing a variety of instructional strategies. Areas of weakness identified were time-management, parent teacher conference experiences, preparing the classroom environment, and time for realistic opportunities to experience classroom teaching. First-year teachers perceived their preparation to be more positive than building-principal perceptions in the areas of analyzing instructional goals and differentiated instructional strategies, teaching for critical thinking, effects of instruction on individual/class learning, use of student assessment data to analyze and modify instruction, assessment data to improve learning, and self-assessment. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A