Apprentice Teacher Apprentice Teacher PreparationPreparation

CECS 5610CECS 5610

Dr. KnezekDr. Knezek

Kevin MillerKevin Miller

Final PresentationFinal Presentation

Objective:Objective:

• To survey new teachers and compare To survey new teachers and compare their knowledge and attitudes to their knowledge and attitudes to seasoned teachers.seasoned teachers.

Perspective/Theoretical Perspective/Theoretical FrameworkFramework

• Literature regarding the quality of our Literature regarding the quality of our teacher education programs as teacher education programs as related related to the quality of education provided in to the quality of education provided in schools is abundant. The question of schools is abundant. The question of how well prepared Apprentices are to how well prepared Apprentices are to become full time teachers is not become full time teachers is not restricted to any one country, on the restricted to any one country, on the contrary, there seems to be major contrary, there seems to be major concern with the quality of educational concern with the quality of educational programs world-wide. programs world-wide.

Methods and ProceduresMethods and Procedures

• Data will be collected in the form of a Data will be collected in the form of a survey sent to teachers and survey sent to teachers and apprentices. The survey will ask apprentices. The survey will ask respondents to rate their preparation in respondents to rate their preparation in eleven areas necessary for competent eleven areas necessary for competent teachers in today's schools. teachers in today's schools.

• Areas of inquiry will include Areas of inquiry will include instructional methodologies, social and instructional methodologies, social and intellectual development of student, intellectual development of student, and diverse populations. and diverse populations.

Methods and ProceduresMethods and Procedures

• The survey will be mailed in July when The survey will be mailed in July when Apprentices have been practicing for one Apprentices have been practicing for one school year and would be able to make a school year and would be able to make a more critical assessment of how well they more critical assessment of how well they were prepared.were prepared.

• Another survey will be sent to Seasoned Another survey will be sent to Seasoned Teachers who have taught for between to Teachers who have taught for between to and five years. Holding the position in the and five years. Holding the position in the same school or district is not necessary, same school or district is not necessary, only that they have been teaching for at only that they have been teaching for at least two to five years. least two to five years.

Methods and ProceduresMethods and Procedures

• This study is designed using a survey to This study is designed using a survey to collect the necessary data. A survey has collect the necessary data. A survey has been developed to query the opinions of been developed to query the opinions of two groups of subjects: Seasoned Teachers two groups of subjects: Seasoned Teachers and Apprentices.and Apprentices.

• A sample survey (see Appendix) will first be A sample survey (see Appendix) will first be mailed to 20 Teachers and 20 Apprentices. mailed to 20 Teachers and 20 Apprentices. The purpose of the sample is to test the The purpose of the sample is to test the efficacy of the survey. Adjustments will be efficacy of the survey. Adjustments will be made based on the results. The final made based on the results. The final questionnaire will be mailed to 300 questionnaire will be mailed to 300 Apprentices and 300 Seasoned Teachers. Apprentices and 300 Seasoned Teachers.

Methods and ProceduresMethods and Procedures

• The results of the first set of surveys will The results of the first set of surveys will tell the researcher how well-prepared tell the researcher how well-prepared current Apprentice Teachers are current Apprentice Teachers are compared to Seasoned Teachers. compared to Seasoned Teachers.

• These data are important to the premise These data are important to the premise because if the majority of respondents because if the majority of respondents report significant gaps in their report significant gaps in their preparation, it provides the basis for preparation, it provides the basis for further study regarding the current further study regarding the current university programs. university programs.

Educational Significance Educational Significance

• Researchers have reported there are Researchers have reported there are many reasons for the lack of many reasons for the lack of adequate preparation of Apprentices, adequate preparation of Apprentices, including a lack of consensus on including a lack of consensus on standards (Elliott, 1996) which standards (Elliott, 1996) which makes it impossible for schools of makes it impossible for schools of education to adjust their own education to adjust their own curriculum in the preparation of curriculum in the preparation of teachers. teachers.

Initial SurveyInitial Survey

• Please rate the following items according to Please rate the following items according to how well prepared you were when you how well prepared you were when you began your Apprentice Teaching. began your Apprentice Teaching.

1 = not at all, had no idea of concepts

2 = a little, was acquainted with concepts

3 = adequate, could implement or felt like I had an understanding of concept

4 = competent, although I could learn more about it, I could understand and use the concepts.

Questions on SurveyQuestions on Survey• 1. Using at least two different instructional 1. Using at least two different instructional

techniques techniques • 2. Understanding childhood/adolescent 2. Understanding childhood/adolescent

development development • 3. Motivating students 3. Motivating students • 4. Assessing student performance, using 4. Assessing student performance, using

alternative methods alternative methods • 5. Classroom management techniques 5. Classroom management techniques • 6. Cooperative and/or collaborative learning 6. Cooperative and/or collaborative learning

techniques techniques • 7. Using interdisciplinary methods 7. Using interdisciplinary methods • 8. Cultural diversity issues 8. Cultural diversity issues • 9. Ability to participate in school level decisions 9. Ability to participate in school level decisions • 10. Working with multicultural populations 10. Working with multicultural populations • 11. Working with administrators. 11. Working with administrators.

ResourcesResources• Ashburn, E.A. and R.L. Fisher, eds.(1984) Methods Ashburn, E.A. and R.L. Fisher, eds.(1984) Methods

of Assessing Teacher Education Students. ISU-of Assessing Teacher Education Students. ISU-AACTE Conference Proceedings, Normal, Illinois, AACTE Conference Proceedings, Normal, Illinois, July1984.July1984.

• Elliott, Emerson. (1996, March). What Elliott, Emerson. (1996, March). What Performance-Based Standards Mean for Teacher Performance-Based Standards Mean for Teacher Preparation. Educational Leadership, vol. 53, no. 6, Preparation. Educational Leadership, vol. 53, no. 6, pp. 57 - 59.pp. 57 - 59.

• Ishler, P. And Kay, R. (1981)A survey of Ishler, P. And Kay, R. (1981)A survey of Institutional Practice. In Webb,C., Gehrke, N., Institutional Practice. In Webb,C., Gehrke, N., Ishler, P. And Mendoza, A. Eds. Exploratory Field Ishler, P. And Mendoza, A. Eds. Exploratory Field Experiences in Teacher Education. Pp. 15 - 22. Experiences in Teacher Education. Pp. 15 - 22. Washington, D.C.: Association of Teacher Washington, D.C.: Association of Teacher educators in Cooperation with the College of educators in Cooperation with the College of Education, BrighamYoung University.Education, BrighamYoung University.

• Ishler, Richard, E. (1994, Fall).Improved Teacher Ishler, Richard, E. (1994, Fall).Improved Teacher Preparation. NationalForum, vol. 74, no. 4, p. 3. Preparation. NationalForum, vol. 74, no. 4, p. 3.

ResourcesResources• McGuire, Margit, E. (1996, February). Social McGuire, Margit, E. (1996, February). Social

Education, vol. 60, no. 2, pp. 89-95.Education, vol. 60, no. 2, pp. 89-95.• Scales, Peter.(1993, November-December). How Scales, Peter.(1993, November-December). How

Teachers and Education Deans Rate the Quality of Teachers and Education Deans Rate the Quality of Teacher Preparation for the Middle Grades. Journal Teacher Preparation for the Middle Grades. Journal of Teacher Education, vol. 44, no. 5, pp. 378 - 384.of Teacher Education, vol. 44, no. 5, pp. 378 - 384.

• Schmidt, Peter.(1997, February). State and Federal Schmidt, Peter.(1997, February). State and Federal Officials Push For Improvements in Teacher Officials Push For Improvements in Teacher Education, vol. 43, no. 25, pp. A41 - 43.Education, vol. 43, no. 25, pp. A41 - 43.

• Vickers, Margaret.(1994, April). Cross-National Vickers, Margaret.(1994, April). Cross-National Exchange, The OECD, and Australian Education Exchange, The OECD, and Australian Education Policy. Knowledge & Policy, Vol. 7, pp. 25 - 31.Policy. Knowledge & Policy, Vol. 7, pp. 25 - 31.

• Walter, L.M. (1989). Field Experiences Need Walter, L.M. (1989). Field Experiences Need Structure. Catalyst for Change, vol. 19, no. 1, pp. Structure. Catalyst for Change, vol. 19, no. 1, pp. 15 - 17. 15 - 17.