Search results for: Clark Sarah K.
Page 1/1 4 items
This study aimed to learn more about the millennial students, what they felt was important to learn, what resources were most important, and how they would evaluate some of their own skills. The findings reveal that the millennial preservice teachers in this study indicated what they wanted most to learn in their teacher education program was about how to manage student behavior. The findings also suggest that millennial preservice teachers understand that their future students will come from a variety of cultures and backgrounds and have a range of abilities.
Updated: Aug. 30, 2018
A Comparative Examination of Student Teacher and Intern Perceptions of Teaching Ability at the Preservice and Inservice Stages
The present study investigates how the culminating teacher preparation program (TPP) experience influences the perceptions teachers report about their ability to perform instructional tasks required of teachers. A multivariate ANOVA test was conducted to compare perceptions of 502 student teachers and interns at two points in time—once at the conclusion of their TPP and again after their first year of teaching. Results indicate that overall, student teachers report higher perceptions of their ability to perform instructional tasks than interns do at both the preservice and inservice teacher stages.
Updated: Jan. 27, 2016
An Examination of Preservice Partnerships During a Reading Methods Course: Do They Increase Perceptions of Ability?
The authors examined the effectiveness of pairing preservice teachers with young readers to participate together in reading-related activities and partner journaling. Findings revealed that these one-on-one partnerships did not result in statistically significant higher scores on a self-perception scale when compared with scores of preservice teachers who did not engage in these partnering experiences.
Updated: May. 28, 2013
The authors examined the perceptions of 136 elementary school beginning teachers across a Rocky Mountain state in the US regarding the mentoring support they received during their first year teaching. Results indicate that beginning teachers who received both common planning time with a mentor and release time to observe other teachers rated the mentoring experiences they had as significantly more helpful than beginning teachers who were not provided these mentoring supports.
Updated: Apr. 24, 2013