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This study examined teacher education graduates' perceptions of the effects of their educational preparation curriculum on teaching success in their first 3 years in the classroom. Surveys examined respondents' level of satisfaction with content area preparation, preparation in working with diverse students, preparation for developing professional communications and collaborative skills, preparation in instructional methodology, specific coursework, and the overall program. Overall, graduates reported strong positive levels of satisfaction with three facets of their program: content area preparation, instructional methodology, and ability to create a learner centered community. They had somewhat positive perceptions of their preparation for student diversity and strong positive perceptions of their preparation for being reflective practitioners who demonstrate a commitment to learning, improving the profession, and maintaining professional ethics. They had only somewhat positive perceptions of their preparation for being an advocate, communication, collaborative relationships with parents and colleagues, and professional development. They had strong perceptions of satisfaction with their preparation in elementary education, reading, special education, and early childhood coursework. Those who took bilingual education coursework were less satisfied with preparedness in comparison to other specialization responses. Overall, graduates had strong positive perceptions of satisfaction with their preparedness to teach. (Contains 13 references.) (SM)

Descriptors: Beginning Teachers, Elementary Secondary Education, Higher Education, Participant Satisfaction, Preservice Teacher Education, Program Effectiveness, Teacher Attitudes, Teacher Competencies, Teaching Skills











Autor: Bratlien, Maynard J.; McGuire, Margaret A.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7303&id=ED471012







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