Keeping Our Best? A Survival Analysis Examining a Measure of Preservice Teacher Quality and Teacher Attrition

2017 ◽  
Vol 70 (2) ◽  
pp. 115-127 ◽  
Author(s):  
Robert Vagi ◽  
Margarita Pivovarova ◽  
Wendy Miedel Barnard
Keyword(s):  
Teacher Preparation ◽  
Preservice Teacher ◽  
Student Teachers ◽  
Teacher Quality ◽  
Teacher Attrition ◽  
Teacher Preparation Program ◽  
Quality Teachers ◽  
Policy Makers ◽  
The Relationship ◽  
Analyze Data

Preparing, recruiting, and retaining high-quality teachers into the profession has been a concern of policy makers and practitioners for some time. Teacher attrition is problematic and costly for schools and districts. However, relatively few studies have investigated the relationship between preservice teacher quality and teacher attrition. In this study, we analyze data from an apprenticeship-style teacher preparation program to understand the relationship between a measure of preservice teacher quality—student teachers’ observational scores—and their decisions to (a) enter into the profession, and (b) stay in the profession within the first 2 years after graduation. We find that more qualified student teachers are more likely to enter into the profession and stay in the profession, even after controlling for student teachers’ demographic characteristics and their academic achievement.

Yemeni EFL Student Teachers’ Moral Intelligence and its Relationship to their Academic Achievement: الذكاء الأخلاقي للطلاب اليمنيين الدارسين للغة الإنجليزية كلغة أجنبية وعلاقته بأدائهم الأكاديمي

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Mohammad Abdu Ahmed Al-Mekhlafi
Keyword(s):  
Academic Achievement ◽  
Student Teachers ◽  
Male Student ◽  
College Of Education ◽  
Low Achievers ◽  
Teacher Preparation Program ◽  
The Mean ◽  
Moral Intelligence ◽  
High Degree ◽  
The Relationship

This corelational study aimed at investigating the relationship between the moral intelligence of a group of Yemeni EFL student teachers and their academic achievement. It also aimed at finding out any statistically significant differences between the moral intelligence of the student teachers who are categorized into high and low achievers. One hundred and twelve Yemeni EFL student teachers of a third level in the teacher preparation program at the Department of English in the College of Education at Sana’a University in Yemen participated in this study. Their ages ranged between 21 and 25 years. Data were collected using a literature-based questionnaire. The results of this study show that the mean of the ten categories of the moral intelligence is 4.02 (80.4%) indicating a high degree of moral intelligence. The results show that there is no statistically significant differencesat the 0.05 level between the moral intelligence and academic achievement in the Morphology and Syntax course. The results also indicate that there are no statistically significant differences at the level of 0.05 between high and low achievers on nine categories of the moral intelligence. Furthermore, the results indicate that there are no statistically significant differences at the level of 0.05 between female and male student teachers on nine categories of the moral intelligence, namely: Faith, Honesty, Integrity, Courage, Discipline, Responsibility, Service, Kindness and Courtesy. The study findings confirm the previous studies and present some suggestions for further research.

Reconceptualizing Preservice Teacher Preparation in Science Literacy Education Using Action Research in South Africa

2022 ◽  
pp. 335-356
Author(s):  
André P. Botha ◽  
Leila Goosen
Keyword(s):  
Teacher Preparation ◽  
Action Research ◽  
Preservice Teacher ◽  
Student Teachers ◽  
Change Agents ◽  
Language Education ◽  
Mentor Teachers ◽  
Future Research ◽  
Preservice Teacher Preparation ◽  
Future Research Directions

This chapter presents a reconceptualization of preservice teacher preparation in the context of science, information technology, and African language education using action research (AR). The authors provide a background of AR as a transformative practice, along with benefits and possible limitations, and describe how student teachers turn theory to practice as change agents engaging in reflection and implementing solutions. Collaborative interaction between mentor teachers and lecturers and the project reports and reflective journals generated by the student teachers are integral parts of the research design and internship program. The authors recommend the use of AR to empower student teachers to deal effectively with probems that arise, and they discuss future research directions.

GEO-Teach: A Preservice Teacher Preparation Program in Geography

1995 ◽  
Vol 94 (5) ◽  
pp. 524-526 ◽  
Author(s):  
Aaron Doering ◽  
Dorothy Engan-barker ◽  
Clark Johnson ◽  
Cecil Keen ◽  
Miriam Lo
Keyword(s):  
Teacher Preparation ◽  
Preservice Teacher ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Preservice Teacher Preparation

scholarly journals The effect of the teacher preparation program in the College of Education on student teachers' acquisition of professional competencies in relation to their attitudes towards the teaching profession

2011 ◽  
Vol 5 (2) ◽  
pp. 54
Author(s):  
Nasser Al rwahi ◽  
Suliman Al Balushi
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
College Of Education ◽  
Teaching Profession ◽  
Point Of View ◽  
Teacher Preparation Program ◽  
Professional Competencies ◽  
Preparation Program ◽  
Teaching Competencies ◽  
Teachers Attitudes

The aims of the current study were to measure student teachers' acquisition level of professional competencies from their point of view, to determine the most influential elements of the teacher preparation program on the acquisition of these competencies, and to study the relationship between the acquisition of these competencies and the student teachers' attitudes towards the teaching profession. The sample included ١٦٧† student teachers in the College of Education at Sultan Qaboos University. Two instruments were designed: one to measure the professional competencies and other to measure the attitudes towards the teaching profession. The two instruments were uploaded on the internet for the purpose of data collection. The results showed that in the view of student teachers, the teaching competencies were most important with the highest ranking, and the evaluation competencies came last. Regarding the most influential elements of the teacher preparation program, the teaching practicum came first, then the curriculum and instruction courses, and then the psychology courses. Also, from the student teachers' point of view, the level of influence the foundation and administration courses was weak. The females outperformed males in preparation and teaching competencies. However, there were no significant differences among the means of the competencies or in the overall means. The females also displayed more positive in attitudes towards the teaching profession. In general, the student teachers' attitudes towards teaching were moderate; however, the relationship between the acquisition of the professional competencies and the attitudes towards the teaching profession was statistically significant.

scholarly journals A Cognitive Analysis of Advance Student-Teachers’ Reading Performance in an ESL Context

2012 ◽  
Vol 2 (6) ◽  
pp. 209
Author(s):  
Olajide Stephen Billy
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
Cognitive Skills ◽  
Intellectual Development ◽  
National Development ◽  
Teacher Preparation Program ◽  
Literacy Skill ◽  
Colleges Of Education ◽  
Cognitive Components ◽  
Advance Student

Reading, a literacy skill with fundamental contribution to intellectual development, is cognitively ignited, propelled and actualized. For nearly a century, scholars have concerned themselves with exploring the cognitive basis of reading in order to improve comprehension performance. In Nigeria where English is a Second Language (ESL), worries have been expressed that student-teachers in Colleges of Education, like other categories of learners, are poor readers. The problem has been attributed partly to poor cognitive skills, and it has implication for teacher preparation: it may have adverse effects on the future of secondary school learners who are supposed to be taught by the student-teachers after the latter might have graduated from the colleges. In this paper, an attempt is at identifying, quantifying and evaluating the cognitive components of the comprehension performance of the advance student-teachers with a view to showing how such components may be enhanced in teacher preparation program for greater national development and progress. 

scholarly journals Effect of Students' Attractiveness and Tidiness on the Development of Student-Teachers' Expectations of Their Intellectuality

2021 ◽  
Vol 11 (4) ◽  
pp. 27
Author(s):  
Abdullah Alhajri
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
College Of Education ◽  
Teacher Preparation Program ◽  
Ministry Of Education ◽  
Preparation Program ◽  
School Students ◽  
Kuwait University ◽  
Diverse Classroom ◽  
School Uniform

The present study examined students' facial attractiveness and school uniform tidiness in developing the student-teachers' expectations of their academic performances. The researcher administered a questionnaire of 10 items on a sample that consisted of 135 student-teachers at the college of education in Kuwait University after exposing them to pictures of four school students with diversified traits of attractiveness and school uniform tidiness. The results showed that all the student-teachers' sample tends to form expectations about diverse classroom students based on their level of attractiveness and school uniform tidiness. There were no differences in these expectations between student-teachers of different GPAs. Still, such differences existed between student-teachers groups of fields of specialization. Several recommendations were then directed & brought to the Ministry of Education and teacher preparation program personnel's attention.   Received: 18 March 2021 / Accepted: 20 May 2021 / Published: 8 July 2021

scholarly journals Predictive measures to identify target skill sets necessary for completion of future teachers in teacher preparation program

2020 ◽  
Author(s):  
◽  
Brandy Lee Hepler
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Effective Teachers ◽  
Classroom Climate ◽  
Mixed Methods Study ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Quality Teachers ◽  
Skill Sets ◽  
Evaluation Scores

Effective teachers are those who can create a classroom climate which meets the needs of the students (Darling-Hammond, 2009; Hart and Hodsen, 2004). In an attempt to identify preservice teachers who can create this type of classroom, Missouri added a workplace inventory, the Missouri Educator Profile (MEP), to their required battery of teacher preparation program (TPP) entrance assessments between the years of 2013 and 2018. Theoretically, students who scored similarly to the normed teacher group would perform similarly to those proficient teachers in the classroom during practicum as well. While the MEP is still available for TPP use, it is no longer a requirement. The purpose of this mixed methods study is to examine the perceptions of the constructs of quality teachers through the lens of current practicing educators in a Missouri Teacher Preparation Program and to discover if indicators on the MEP are predictive of performance evaluation scores. The results of this study may have the potential to either persuade or dissuade Missouri TPPs to utilize the MEP.

scholarly journals Multicultural Teacher Preparation in Practice: A Hermeneutical Disposition

2016 ◽  
Vol 12 (31) ◽  
pp. 233
Author(s):  
Muhammad Bilal ◽  
Syed Asad Abbas Rizvi
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
Deep Level ◽  
Human Interaction ◽  
Teacher Preparation Program ◽  
Future Teachers ◽  
Preparation Programs ◽  
The Core ◽  
Multicultural Environment ◽  
Multicultural Teacher

It is a fact that learning to teach is basically a social and practical activity that is supported and informed by theoretical reflections. Field experience and realities should be the core component of any teacher preparation program. That is why, most of the teacher education programs based on theory into practice model. The main aim of this research is not to reject this model, but to sketch out an alternative way of teacher preparation that is based upon teacher’s own context and socio cultural settings or in other words teacher preparation must be organized Hermeneutically. The hermeneutical approach of Hans-Georg Gadamer, is not only of philosophical importance but contains practical implications also. The concepts of understanding, interpretation and application are the core concepts of teacher preparation. In contrast to adopting an entire theory as the guiding principle to the whole content and practice of teacher preparation courses, this research argue for the focus to be on inculcating a hermeneutic disposition in all teachers preparation programs and courses. Hermeneutics is basic to human interaction, especially in dealing with student-teachers belongs to diverse socio-cultural settings or multicultural environment. The main argument or focus of this research is that it is necessary that the teacher preparation programs must be consider the problem of multiculturalism (inter and intra cultural). Multicultural Teacher Preparation (MTP) or hermeneutical mode of teacher preparation plays an important role in the preparation of teachers. It will be helpful for teachers to develop a deep level understanding of students needs belongs to various backgrounds and perspectives, not through applying a predetermined model of classroom activities, but through helping future teachers to recognize their own prejudices and how these help to determine their understandings of diversity in their future classrooms. Developing a hermeneutic disposition in teachers training facilitates and enrich experience of future teachers. A mixed method design was used to conduct the study.

scholarly journals Deepening Understanding of Inquiry Teaching and Learning with E-Portfolios in a Teacher Preparation Program

2005 ◽  
Vol 31 (3) ◽  
Author(s):  
Han Smits ◽  
HsingChi Wang ◽  
Jo Towers ◽  
Susan Crichton ◽  
Jim Field ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Preservice Teacher ◽  
Teaching And Learning ◽  
Teacher Preparation Program ◽  
Inquiry Teaching ◽  
Preparation Program ◽  
University Instructors

This paper describes the first stages of a project focusing on the use of preservice-teacher-generated e-Portfolios as a means of documenting and assessing inquiry-based teaching and learning. The project is designed to explore ways in which preservice teacher-created e-Portfolios can be used to (1) document how inquiry lives in practice, and (2) help university instructors and practitioners in the field assess the knowledge, skills, and attributes of preservice teachers who are participating in an inquiry based teacher preparation program.

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