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What it Means to Feel Prepared to Teach: A Mixed Methods Investigation into Preservice English Language Arts Teachers' Perceptions of Preparedness.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Kraut, Naomi Jane |
| Copyright Year | 2013 |
| Abstract | KRAUT, NAOMI JANE. What it Means to Feel Prepared to Teach: A Mixed Methods Investigation into Preservice English Language Arts Teachers’ Perceptions of Preparedness. (Under the direction of Dr. Carl A. Young.) With university-based teacher preparation programs currently under fire, and with calls for teacher preparation programs to be re-thought, re-designed, and held to new standards of accountability, it is a critical time for research into the preparation of teachers. While we know that teacher education matters for teacher effectiveness (Darling-Hammond, 2006), researchers have called for more evidence and research into teacher preparation, specifically multifaceted research approaches that go beyond using test scores as metrics (Cochran-Smith, 2006). This study provides a rich and dynamic look at teacher preparation through an examination of preservice English language arts (ELA) teachers’ perceptions of preparedness to teach at the end of their teacher preparation program. Using a sample of an undergraduate and a graduate cohort of preservice middle and secondary ELA teachers enrolled in a College of Education teacher preparation program at a large research university in the Southeast, I employed a mixed methods design to explore the essence of feeling prepared to teach. Results from the study indicate that feeling prepared to teach is a complex and nuanced phenomenon, in part because perceptions of preparedness are task specific. Preservice ELA teachers’ definitions of preparedness and the factors impacting their perceptions of readiness to teach are dependent on teacher candidates’ backgrounds and dispositions, and they hinge on the experience of student teaching. These results yield implications for selecting and supporting preservice ELA teachers; selecting, matching and evaluating cooperating teachers; and leveraging the role that teachers outside of the cooperating teacher play in preparing preservice ELA teachers for the classroom. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://repository.lib.ncsu.edu/bitstream/handle/1840.16/9013/etd.pdf?isAllowed=y&sequence=1 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
