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Dissertation/Thesis Abstract

A study of the perceptions of first-year teachers as prepared classroom teachers
by Ward, Vida Jane, Ed.D., Lindenwood University, 2015, 143; 10027088
Abstract (Summary)

The quality of teacher education allows first-year teachers to meet mandates at federal and state levels (Darling-Hammond, 2010a). The teaching profession is complex and requires new and innovative quality preparation programs (Wei, Andree, & Darling-Hammond, 2009). This study involved examination of the perceptions of 17 building principals and 16 first-year teachers to determine the effectiveness of teacher preparation. First-year teachers identified essential elements of teacher preparation and weaknesses of programs. The study addressed building principals’ perceptions of differences, if any, in the effectiveness of first-year teachers graduating from traditional teacher preparation programs and first-year teachers who choose alternative routes to the profession. Perceptions of first-year teachers and building principals were identified in regard to the skills of first-year teachers in the classroom. Building principal perceptions indicated first-year teachers are prepared as effective classroom teachers in the areas of content knowledge, creating positive environments, classroom management, cooperative learning, cooperative partnership, implementing curriculum, use of technology and communication; understanding student learning, growth, and development; and performing roles, responsibilities, and collegial activities. Identified weakness in the effectiveness of first-year teachers were in the areas of instruction and assessment. Building principals indicated first-year teachers from traditional programs were more effective than those who chose alternative programs. First-year teachers indicated essential elements of teacher preparation programs to be organization, classroom structure, positive reinforcement, classroom management, and implementing a variety of instructional strategies. Areas of weakness identified were time-management, parent teacher conference experiences, preparing the classroom environment, and time for realistic opportunities to experience classroom teaching. First-year teachers perceived their preparation to be more positive than building-principal perceptions in the areas of analyzing instructional goals and differentiated instructional strategies, teaching for critical thinking, effects of instruction on individual/class learning, use of student assessment data to analyze and modify instruction, assessment data to improve learning, and self-assessment.

Indexing (document details)
Advisor: DeVore, Sherry
Commitee: Christiansen, Lisa, Reid, Terry
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 77/07(E), Dissertation Abstracts International
Subjects: Educational evaluation, Teacher education
Keywords: Classroom preparation, Quality teacher preparation programs, Teacher effectiveness, Teacher perceptions
Publication Number: 10027088
ISBN: 978-1-339-52608-9
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