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Third and fourth year elementary teachers: Impact of the pre-service preparation, induction programs, and professional development opportunities on teaching practice.

机译：三年级和四年级小学教师：岗前准备，入职培训计划和专业发展机会对教学实践的影响。

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摘要

The purpose of this study was to examine teachers' perceptions of the factors in their preparation during the first three or four years of teaching that influence teaching. Knowing what the relationships are that exist among university preparation, induction, and professional development, and where teachers see themselves in terms of their stages of teacher development can better assist practicing teachers, district supervision, and state and national decision makers.; Graduates were chosen from Hofstra University because they participated in a similar preparation experience and this university's graduation requirements levels the playing field in this study. The volunteer sample represents 67.8% of the population of teachers who responded to the original inquiry and who meet the criteria stated above.; A questionnaire was used to collect information. The questions on the instrument were based on a common set of teacher expectations set forth by Hofstra University as goals for graduating teacher candidates. It was also framed with the “Model Standards for Beginning Teacher Licensing and Development Standards” published by The Interstate New Teacher Assessment and Support Consortium in 1992.; Most teachers feel that they are at least competent to proficient in many of the INTASC Principle areas. More than half of the teachers see student teaching as having a higher impact on their teaching, with methods classes having a medium impact.; Many teachers had an induction experience, and that experience was more than a one time only experience for those teachers. Most of the teachers took professional development classes voluntarily.; Professional development was rated by the self reports as having the most influence in all of the INTASC Principle areas investigated. Professional development impacted teaching in more that half of the INTASC Principle areas.; This study underscores the importance of continuing support for teachers as they progress in their careers. It emphasizes the necessity of professional development as an outgrowth of university preparation as it dovetails with induction and subsequent professional development. Implications from this study indicate that professional development needs to be investigated using a common language. Teachers' choices of professional development need to be studied to understand the interplay among those choices and their stages of teacher development.
机译：这项研究的目的是检验教师对在教学的前三年或四年中影响教学的因素的理解。了解大学准备，入职和专业发展之间存在着什么关系，以及教师在教师发展阶段中所处的位置，可以更好地帮助执业教师，地区监督以及州和国家决策者。之所以选择霍夫斯特拉大学的毕业生，是因为他们参加了类似的预备经历，并且该大学的毕业要求为这项研究提供了公平的条件。志愿者样本占对原始查询做出回应并符合上述条件的教师人数的67.8％。使用问卷调查收集信息。仪器上的问题是基于霍夫斯特拉大学提出的一组通用的教师期望，作为毕业教师候选人的目标。该框架还与1992年由州际新教师评估和支持联盟发布的“初学者教师执照和发展标准标准模型”相一致。大多数教师认为他们至少有能力精通许多INTASC原理领域。超过一半的教师认为学生的教学对他们的教学有较高的影响，方法课的影响中等。许多老师都有上岗经历，而对于那些老师来说，这种经历是一次以上的经历。大多数教师自愿参加专业发展课程。自我报告认为专业发展在所调查的所有INTASC原则领域中影响最大。专业发展影响了INTASC原理领域一半以上的教学。这项研究强调了在教师职业发展过程中不断支持教师的重要性。它强调了职业发展的必要性，因为它与大学入职培训和随后的职业发展相吻合，是大学预备的产物。这项研究表明，职业发展需要使用一种通用语言进行调查。需要研究教师对专业发展的选择，以了解这些选择之间的相互作用及其在教师发展阶段的作用。

著录项

  • 作者

    Fleischmann, SueCaryl.;

  • 作者单位

    Hofstra University.;

  • 授予单位 Hofstra University.;
  • 学科 Education Administration.; Education Elementary.; Education Curriculum and Instruction.; Education Teacher Training.
  • 学位 Ed.D.
  • 年度 2003
  • 页码 247 p.
  • 总页数 247
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;初等教育;教育;教师;
  • 关键词

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