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Enablers And Constraints In Achieving Integration In A Teacher Preparation Program, Craig Deed, Peter Cox, Vaughan Prain
Enablers And Constraints In Achieving Integration In A Teacher Preparation Program, Craig Deed, Peter Cox, Vaughan Prain
Australian Journal of Teacher Education
There is broad consensus that effective teacher preparation programs should enable pre-service teachers to integrate learning experiences at university and school. However, as noted in many reviews and studies, achieving this integration remains a significant challenge. In this study we aimed to identify factors that influence developmental coherence in pre-service teachers’ learning in the first eight weeks of a one-year preparation program, entailing university-based and school-based experiences. The pre-service teachers were expected to integrate learning in both contexts as preparation for their first five-week practicum. Our study aimed to identify their judgements of the value of various components of the …
Are Teaching Effectiveness And Retention Influenced By Various Routes To Special Education Certification?, Steven A. Crites Dr., Bianca Prather-Jones, Rachelle M. Bruno, Stephen C. Walker
Are Teaching Effectiveness And Retention Influenced By Various Routes To Special Education Certification?, Steven A. Crites Dr., Bianca Prather-Jones, Rachelle M. Bruno, Stephen C. Walker
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
This study reviewed and interpreted the results of survey data that compared the self-perceived performance and self-efficacy on several dimensions tied to the CEC standards for teachers of students who access the individualized general education curriculum. Teachers prepared through traditional undergraduate approaches, post-baccalaureate certification options for general education teachers, and an alternative certification program were asked about job satisfaction, success rate on the Praxis II tests, and other factors related to retention. Although all three programs are designed with the same content standards established by the field (Council for Exceptional Children, 2003), there are some significant differences between them, e.g., …