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Association: Name: American Association of Colleges for Teacher Education URL: http://www.aacte.org
Citation: URL: http://www.allacademic.com/meta/p207704_index.html Direct Link: HTML Code:

Avery, Patricia., Gilles, Jane., Paul Dona, Daria. and Vos, Ken. "Transition to Teaching in Our State's Changing Schools: Survey Analysis of First Year Teachers" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Hilton New Orleans Riverside, New Orleans, LA, <Not Available>. 2009-05-23 <http://www.allacademic.com/meta/p207704_index.html>

Avery, P. , Gilles, J. , Paul Dona, D. and Vos, K. "Transition to Teaching in Our State's Changing Schools: Survey Analysis of First Year Teachers" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Hilton New Orleans Riverside, New Orleans, LA <Not Available>. 2009-05-23 from http://www.allacademic.com/meta/p207704_index.html

Publication Type: Symposium Paper Abstract: Recent compilations of research on teacher preparation nationwide (e.g., Darling-Hammond et al., 2005; Wilson, Floden, & Ferrini-Mundy, 2002; Zeichner & Conkin, 2005) indicate there is a need for more systematic study linking teacher candidates’ personal backgrounds and preparation experiences to their practices in the classroom, especially when teachers enter into diverse school contexts. Our research interests focus on where and how teachers develop the specific knowledge and skills that enable them to teach effectively with particular student populations in particular school settings. The first research instrument developed by the consortium, the Transition to Teaching questionnaire is aligned with the state Standards of Effective Teaching Practice and probes first year teachers on teacher education program experience, current teaching practices, current teaching context, and personal backgrounds. The development of a cross-institutional instrument strengthens the capacity of the institutions to engage in reliable and meaningful assessments of program graduates’ experiences and practices. The survey was administered to 2005-06 graduates from the three participating institutions who became first-year teachers at the PreK-12 level during the 2006-07 academic year. After piloting and revision, the survey was distributed in spring 2007 (n=685). Survey analysis will be conducted in summer 2007, with special attention to how program completers evaluate the quality of their preparation programs; how completers’ evaluations of their programs relate to preparation program characteristics; what completers identify as influential practices in preparing them to teach; and the classroom practices completers report using. Through correlational and regression analyses, we will also report on the inter-relationships of teacher preparation program characteristics, school contexts of the first year teachers, the individual teachers’ backgrounds, and the teachers’ reports of teaching practices. Works Cited Darling-Hammond, L., Hammerness, K., Grossman, P., Rust, F., & Shulman, L. (2005). The design of teacher education programs. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do. (pp. 390-441). San Francisco: Josey-Bass. Wilson, S., Floden, R., & Ferrini-Mundy, J. (2002). Teacher preparation research: Current knowledge, gaps, and recommendations. Center for the Study of Teaching and Policy, University of Washington. http://depts.washington.edu/ctpmail/PDFs/ TeacherPrep-WFFM-02-2001.pdf. Zeichner, K. M., & Conklin, H. G. (2005). Teacher education programs. In M. Cochran-Smith & K. M. Zeicher (Eds.), Studying teacher education: The report of the AERA Panel on Research and Teacher Education. (pp. 645-735). Washington, DC: AERA; Mahwah, NJ: Lawrence Erlbaum.

Teachers’ Transition from School to Work: The Reproduction of Schools’ Organizational Functioning through Teacher Education

Year One Results of a Three-Year Evaluation Documenting the Impact of School-Wide Change in School Cultural Diversity Practices

Transition to Teaching in Our State's Changing Schools: Profiles of First Year Teaching Experiences and Implications for Teacher Preparation