Dissertation/Thesis Abstract

Early Career Elementary Teachers’ Perceptions of Their Preparation during Their Teacher Preparation Program
by Johnson, Jennifer L., Ed.D., Piedmont College, 2020, 220; 28023295
Abstract (Summary)

This qualitative study explored the perceptions of nine early-career regular education elementary school teachers using an in-depth, semi-structured interview design. The researcher conducted a literature review regarding the history and evaluation of teacher preparation programs. Few studies existed that considered early career teacher perceptions.

There were two purposes for this study. The first was to determine participants’ perceptions of the effectiveness of their training during their teacher preparation program. The researcher identified four areas for discussion: classroom management, communication, lesson planning, and management of specialized programs, such as special education and response to intervention. The second purpose was to determine professional development needs that participants had based upon perceived deficiencies in their training.

The researcher conducted three group interviews with three participants each, and two individual interviews with each participant. Each participant kept a reflective journal for four weeks, responding to open-ended prompts regarding the four topics. Participants had the option to add topics of their choosing to the interviews and the journal entries.

Indexing (document details)
Advisor: Short, Katrina Graham
Commitee: Land, Kelly G., Gazell, Ann A.
School: Piedmont College
Department: School of Education
School Location: United States -- Georgia
Source: DAI-A 82/1(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Teacher education, Elementary education
Keywords: Early career teachers, History of teacher dducation, Social-emotional learning, Teacher preparation programs, Teaching during COVID-19, Training needs of early-career Teachers
Publication Number: 28023295
ISBN: 9798662419537
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