Our nation faces a daunting challenge in assuring that we have a sufficient supply of well-educated, well-prepared teachers for our children. There presently exist several quality teacher preservice programs, nationally and internationally. Unfortunately, each institution varies greatly in its content and emphasis.
This research project examines a related, but often neglected, aspect of teacher success in the classroom: Are new teachers being given the content and experience that they need and desire? The results of qualitative anecdotal research find the answer to be an emphatic “no.” This project examines this question through a holistic approach that looks at teacher preparation through a variety of related topics. A few of these include credentialing and licensing practices, retention of teachers, teacher training programs, importance of teachers, and current challenges, to name a few.
The fact is that the success of our students is ultimately affected by the quality of the teachers that enter the classroom. It’s the purpose of this study to raise the question of what our new teachers feel they need to be successful and whether or not those needs are being fulfilled.
|Commitee:||Diorio, Kim, Henderson, Lenneal, Ishtai-Zee, Szabi, Jensen, Anabel|
|School:||Fielding Graduate University|
|Department:||The School of Educational Leadership for Change|
|School Location:||United States -- California|
|Source:||DAI-A 78/07(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Teacher education|
|Keywords:||Education, Teacher challenges, Teacher education, Teacher preparation, Teacher training|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be