scholarly journals Teaching as a career choice: A case study on the perceptions of emerging teachers

2019 ◽  
Vol 2 (2) ◽  
pp. 21-37
Author(s):  
Michael Houdyshell
Keyword(s):  
Teacher Preparation ◽  
Undergraduate Students ◽  
Qualitative Case Study ◽  
Teaching Profession ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Introductory Course ◽  
School Year ◽  
Study Support

As fewer and fewer students choose teaching as a career, the teaching profession struggles to understand how to recruit more students into the field, and prevent current teachers from leaving. Data shows the need for new teachers will continue to increase (Sutcher, Darling-Hammond and Carver-Thomas (2016), while almost 70% of schools reported at least one unfilled vacancy to begin the 2011-12 school year (Malkus, Hoyer, & Sparks, 2015). Teacher preparation programs are also graduating fewer students into teaching (2016). This qualitative case study investigated the perceptions and beliefs of undergraduate students enrolled in an introductory course on teaching. Data from this case study is expected to confirm prior research on the reasons why students choose teaching as a profession, and help teacher preparation programs investigate if students’ perceptions about becoming a teacher have changed. Results from this study support prior research on why students choose to become teachers, but also explores students views on how society views teaching, the continued salary gap with other professions, and the future of teaching.

Integrating Health Education into Teacher Preparation Programs: A Case Study

2003 ◽  
Vol 25 (2) ◽  
pp. 35-43 ◽  
Author(s):  
Liza Nagel ◽  
Donna Lockner ◽  
Chris Hollis ◽  
Gloria Napper-Owen
Keyword(s):  
Teacher Preparation ◽  
Health Education ◽  
Teacher Preparation Programs ◽  
Preparation Programs

scholarly journals LOCUS OF CONTROL IN GEORGIAN TEACHERS AND ITS RELATION TO TEACHER BURNOUT

2016 ◽  
Vol 11 (1) ◽  
pp. 8-15
Author(s):  
Maya Bitsadze ◽  
Marine Japaridze
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Locus Of Control ◽  
General Education ◽  
Teacher Burnout ◽  
Maslach Burnout Inventory ◽  
Teaching Profession ◽  
Teacher Preparation Programs ◽  
Professional Burnout ◽  
Preparation Programs

The intensive reforms taking place in general education field in Georgia impose considerable stress to those engaged in teaching profession. This may gradually lead to the condition of professional burnout of teachers. According to the conducted research some teachers have experienced burnout while others did not. The purpose of the present research is to identify how the personal quality such as control of locus may have influenced the level of burnout in Georgian teachers. Two self-assessment instruments, Rotter Scale and Maslach Burnout Inventory (MBI), were used in this research to measure control of locus type and level of burnout among Georgian teachers. Two questionnaires were distributed among 407 teachers at Public schools of Georgia. After dismissing inaccurately filled out questionnaires the analysis was conducted based on the data received from 373 questionnaires. The research findings revealed that Georgian teachers with internal locus of control are less likely to become professional burnout victims. Significant correlations proved to exist between locus of control orientation and teacher burnout on Emotional Exhaustion (EE) and Personal Achievements (PA) subscales of MBI. The article explores the opportunities to change locus of control from external to internal as a part of teacher professional development activities guided by school Principals and through redesigning of teacher preparation programs in order to make teachers more resistant to professional burnout. Key words: teacher burnout, locus of control, teacher preparation programs.

scholarly journals Developing Classroom Management Strategies in Non-Native Culture: A Single Case Study

2018 ◽  
Author(s):  
Xianquan Liu ◽  
Wayne Babchuk
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Classroom Management ◽  
Single Case ◽  
Management Strategies ◽  
Teacher Preparation Programs ◽  
Single Case Study ◽  
Preparation Programs ◽  
Classroom Management Strategies

This single case study explored the practicum and student teaching experience of a native Chinese pre-service language teacher in order to better understand her process of developing classroom management strategies and the difficulties and challenges emerged in that process. In a broader sense, the case study aims to inform teacher preparation programs in terms of preparing Chinese teachers for secondary public schools in the U.S. The longitudinal study employed semi-structured interviews, classroom observation notes, teaching reflections and documents. Six themes — instructional challenges, coping strategies, cultural difference, language frustration, attitudes and feelings, and improvement — emerged from constant comparative analysis. Compared with previous literature, the current research underscores the importance of accessibility of classroom management resources and the positive problem-solving attitude of the native Chinese pre-service teacher in her challenging experience of developing classroom management strategies in American public schools. The researchers discuss the needs for providing supporting accommodations for native Chinese pre-service teachers in teacher preparation programs.

The PDSA Overhaul

2017 ◽  
pp. 87-105
Author(s):  
Joy N. Stapleton ◽  
Kristen C. Cuthrell ◽  
Christina M. Tschida ◽  
Elizabeth A. Fogarty
Keyword(s):  
Teacher Preparation ◽  
Elementary Education ◽  
Student Teaching ◽  
Teaching Experience ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Pdsa Cycle ◽  
Challenges And Opportunities

This chapter describes how faculty in a large, rural teacher preparation program adopted a model for change built upon the tenets of improvement science and the PDSA cycle. Using PDSA in teacher preparation allows programs to pilot the innovations and test refinements quickly. Data are collected and analyzed as the innovations are implemented so changes can be made on an ongoing basis and the innovations can become increasingly effective. A case study surrounding critical reform areas for teacher preparation will be described to show how elementary education faculty moved through multiple PDSA cycles while reforming teacher candidate support in the year-long student teaching experience. The considerations, challenges, and opportunities for using the PDSA cycle in teacher preparation programs will also be presented. This case study can serve as a model for other teacher preparation programs looking to use disciplined inquiry to drive program improvement.

Proactive Support for Pre-Service Candidates Going Into the K-12 Teaching Profession

2020 ◽  
pp. 316-335
Author(s):  
Penelope Debs Keough ◽  
Unoma B. Comer
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Teaching Profession ◽  
Student Population ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
K 12 ◽  
Proactive Support

An overarching issue of preparing teachers for the K-12 teaching professions rests with a lack of specific, well planned, and effective support for preservice teachers going into the profession. The main focus of this chapter will be to focus on what can be done to strengthen teacher preparation programs for preservice teachers, especially in California, where student population is burgeoning.

Understanding the Attrition Rates of Diverse Teacher Candidates

2020 ◽  
pp. 268-290
Author(s):  
Tonya Johnson ◽  
Edward Lehner
Keyword(s):  
New York ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
New York State ◽  
Ethnically Diverse ◽  
Teaching Profession ◽  
Teacher Preparation Programs ◽  
Dominant Culture ◽  
Preparation Programs ◽  
Attrition Rates

The National Center for Education Statistics has indicated that the vast majority of New York State teaching positions remain disproportionately reflective of and populated by members of the dominant culture even while student populations grow increasingly diverse. New York has experienced a dramatic increase in the number of racially and ethnically diverse students, including many immigrant groups, in nearly all regions of the state. Consistently, teacher education research has underscored the importance of having multilingual, multiethnic, and multiracial teacher candidates successfully enter the teaching profession. Yet it appears that too few teacher preparation programs have altered preparation practices to accommodate this need. While acknowledging the need for a more diverse teaching force, this chapter examines 5 years of teacher candidates' educational outcomes in an urban community college. The empirical data underscore a complicated and often exclusionary teacher preparation pathway. This pathway, inadvertently, often precludes racially and ethnically diverse teacher candidates.

Evidence-Based Transition Practices

2022 ◽  
pp. 1246-1267
Author(s):  
James L. Soldner ◽  
Dimity Peter ◽  
Shahrzad Sajadi ◽  
Maria Paiewonsky
Keyword(s):  
Teacher Preparation ◽  
Best Practices ◽  
Students With Disabilities ◽  
Adult Life ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Youth With Disabilities ◽  
Education Of Students ◽  
Academic Content

Preparing youth to become active and independent citizens is a critical goal for all societies. However, youth with disabilities are less likely to achieve the same adult outcomes as their non-disabled peers. Although there is a growing body of research that has identified best practices regarding the facilitation of youth with disabilities from school to an inclusive adult life, many teachers do not have the requisite skills or knowledge to facilitate this process. This chapter explores best practices in transition education for teachers beyond the academic content, identifying eight key strategies that should inform teacher preparation programs. Using a case study from Iran, this chapter critically reflects on the relevance of these strategies in an international context, where inclusion and education of students with disabilities is an emerging field.

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