Impact of pre-service student teaching experience on urban school teachers.A total of 204 K- 12 teachers were surveyed for the purpose of investigating the effect of pre-service student teaching on teachers' career goals, affective affective /af·fec·tive/ (ah-fek´tiv) pertaining to affect. af·fec·tive adj. 1. Concerned with or arousing feelings or emotions; emotional. 2. measures and classroom teaching. The study also explored whether different levels of supervision of student teaching may have had different effects on teachers" personal and professional aspects of their job, and in what areas the pre-service student teaching experience was helpful in their teaching. Among new teachers, those who had student teaching experience had a significantly higher level of job- satisfaction than those who did not have student teaching experience. Teachers who had student teaching tended to show a higher level of confidence in their ability to change student learning in positive ways. Teachers indicated that making a positive impact on students was the most important job factor in their decision to remain in teaching. Among those who had student teaching, the amount of direct supervision they received during student teaching was significantly associated with teachers" desires to remain in teaching. Teachers indicated lesson planning as the most helpful area and building professional relationships as the least helpful area in which they received help from student teaching. ********** Chapman CHAPMAN. One whose business is to buy and sell goods or other things. 2 Bl. Com. 476. and Green (2001) in their study on teacher credentialing Credentialing is the administrative process for validating the qualifications of licensed professionals, organizational members or organizations, and assessing their background and legitimacy. program graduates identified attrition Attrition The reduction in staff and employees in a company through normal means, such as retirement and resignation. This is natural in any business and industry. Notes: as being linked to teacher's pre-service experience. Traditionally, student teaching is a component of pre-service training. Many alternative teacher preparation programs, such as university and school district intern intern /in·tern/ (in´tern) a medical graduate serving in a hospital preparatory to being licensed to practice medicine. in·tern or in·terne n. programs, allow candidates for permanent certification to begin regular contracted teaching assignments before they complete their supervised su·per·vise tr.v. su·per·vised, su·per·vis·ing, su·per·vis·es To have the charge and direction of; superintend. [Middle English *supervisen, from Medieval Latin student teaching. Further, student teaching experience is often very different from what teachers may face during their first year in the classroom. Using data from a study of teachers by the Northwestern north·west n. 1. Abbr. NW The direction or point on the mariner's compass halfway between due north and due west, or 45° west of due north. 2. An area or region lying in the northwest. 3. State University (Louisiana Louisiana (ləwē'zēăn`ə, l  ē'–), state in the S central United States. It is bounded by Mississippi, with the Mississippi R. ), Marlow Marlow is the name of: PlacesUnited Kingdom
This leads to the question of the effectiveness of pre-service student teaching: How do pre-service student teaching experiences influence teachers' career goals and teacher efficacy efficacy /ef·fi·ca·cy/ (ef´i-kah-se) 1. the ability of an intervention to produce the desired beneficial effect in expert hands and under ideal circumstances. 2. ? And how does it help prepare pre-service teachers for their classroom teaching? Purpose of the study The purpose of the study was to investigate whether teachers with pre-service teaching experience (student teaching) have different career goals or sense of efficacy than those without the student teaching experience; and whether they were more likely to stay in the teaching profession than their counterparts who did not do student teaching prior to entering the classroom, particularly for new teachers with five or less years of teaching experience. The study also explored whether different levels of supervision of student teaching may have had different effects on teachers' personal and professional aspects of their job, and in what areas the pre-service student teaching experience was helpful in their teaching. Research Questions The research questions are as follows: 1. Was having had student teaching experience related to the credentialing status of new teachers (teachers with five or less years of teaching)? 2. Did pre-service student teaching experience influence teacher efficacy, job-satisfaction, enjoyment The exercise of a right; the possession and fruition of a right or privilege. Comfort, consolation, contentment, ease, happiness, pleasure, and satisfaction. Such includes the beneficial use, interest, and purpose to which property may be put, and implies right to profits and income in classroom teaching, and confidence level in their ability to impact student learning in positive ways? 3. Did student teaching and the amount of direct supervision during student teaching have any long-term Long-term Three or more years. In the context of accounting, more than 1 year. long-term 1. Of or relating to a gain or loss in the value of a security that has been held over a specific length of time. Compare short-term. impact on new teachers' goal to remain in classroom teaching or stay in the teaching profession? 4. Were there differences in personal/ professional aspects of teaching based on the level of supervision they received during student teaching? 5. And in what areas of teaching was student teaching experience helpful in their own classroom teaching? Theoretical Framework The National Center for Education Statistics The National Center for Education Statistics (NCES), as part of the U.S. Department of Education's Institute of Education Sciences (IES), collects, analyzes, and publishes statistics on education and public school district finance information in the United States; conducts studies (1997) released a study which cited student behavior and lack of student motivation as the main reason for teachers leaving the teaching profession, as given by one-third of a sample of dis-satisfied teachers. In other research, teachers cited lack of supportive supportive adjective Pertaining to a Pt management philosophy in which only the Sx of a particular condition are treated; supportive measures are often taken when no specific and/or effective therapy is available or accessible–eg, viral meningitis, or professional relationships as a reason for being dissatisfied dis·sat·is·fied adj. Feeling or exhibiting a lack of contentment or satisfaction. dis·sat  is·fied with the profession (Evans Ev·ans , Herbert McLean 1882-1971.American anatomist who isolated four pituitary hormones and discovered vitamin E (1922). & Johnson 1990; Fore, Martin, & Bender, 2002; Madsen Madsen may refer to:
What are the reasons for leaving or staying in the teaching profession? And does pre-service teacher training affect their decision? Cegelka & Alvarado Al·va·ra·do , Pedro de 1485-1541. Spanish general and colonial administrator who took part in the conquest of Mexico and became governor of Guatemala (1530). (2000) showed that in special education, teacher interns  This article or section is written like an .Please help [ rewrite this article] from a neutral point of view. Mark blatant advertising for , using . were more likely to remain in teaching if they had frequent training and support from a mentor Mentor, in Greek mythology Mentor (mĕn`tər, –tôr'), in Greek mythology, friend of Odysseus and tutor of Telemachus. . Cohen cohen or kohen (Hebrew: “priest”) Jewish priest descended from Zadok (a descendant of Aaron), priest at the First Temple of Jerusalem. The biblical priesthood was hereditary and male. , Peters, and Willis Wil·lis , Thomas 1621-1675. English anatomist and physician known for his studies of the nervous system and the brain. He discovered the circle of Willis at the base of the brain. (1976) found that teachers' beliefs and preferences with respect to classroom instruction were influenced by their student teaching experience. Pre-service physical education teachers indicated a need for "reliable support and guidance" that would help them to face the challenges as teachers (Rikard & Knight knight, in ancient and medieval history, a noble who did military service as a mounted warrior. The Knight in Ancient History In ancient history, as in Athens and Rome, the knight was a noble of the second class who in military service had to , 1997). According to according to prep. 1. As stated or indicated by; on the authority of: according to historians. 2. In keeping with: according to instructions. 3. Tjeedrdsma (1998), pre-service teacher training programs offer university supervisors or cooperating teachers the opportunity to provide, intervention A procedure used in a lawsuit by which the court allows a third person who was not originally a party to the suit to become a party, by joining with either the plaintiff or the defendant. , and support pre-service teachers that would otherwise experience difficulties in the classroom. Pre-service teachers receive encouragement, support, and constructive (mathematics) constructive - A proof that something exists is "constructive" if it provides a method for actually constructing it. Cantor's proof that the real numbers are uncountable can be thought of as a *non-constructive* proof that irrational numbers exist. feedback and ideas from effective cooperating teachers who have had adequate preparation for their role as trainers of pre-service student teachers (Rikard & Knight, 1997; Giebelhaus & Bowman, 2002). Pre-service teachers' beliefs were found to be influenced by the "lethargical attitude toward teaching science by in-service/ mentor teachers" (Plourde, 2002a). According to Rikard & Veal's study (1996) many supervising/cooperating teachers had little or no formal preparation for their role in working with student teachers. Supervising/cooperating teachers cited their own student teaching as the "strongest influence (both positive and negative) on their learning to teach" (Richardson- Koehler Koehler is a transliteration of the German surname Köhler, referring to a man making coal from wood, and may refer to:
In a study of student teachers, Turley Turley may refer to one of the following: People
v. ob·served, ob·serv·ing, ob·serves v.tr. 1. To be or become aware of, especially through careful and directed attention; notice. 2. that over the course of a semester se·mes·ter n. One of two divisions of 15 to 18 weeks each of an academic year. [German, from Latin (cursus) s during student teaching the student teachers' concerns shifted their focus from "the survival mode-getting through the day" in the beginning of teaching to a more long-term planning mode for their classroom preparation and career. On the contrary, some research question the benefit and potential influence of student teaching. In a study of the development of teaching skills in pre-service student teachers, Dennis Dennis is a male first name derived from the Greco-Roman name Dionysius meaning "servant of Dionysus", the Thracian god of wine, which is ultimately derived from the Greek Dios (Διος, "of Zeus") combined with Nysos or Nysa (Νυσα), where the (1976) found that increased time spent doing classroom student teaching did not improve teaching skills. Pre-service teachers who completed an eight-week student teaching assignment had teaching skills that were comparable to those who had completed sixteen weeks of student teaching. Fuller (1969) identified concern with the self, the task of teaching, and the impact on student learning as progressive stages of teacher development. In an analysis of student teachers. Smith (2000) found that current student teachers were not yet concerned with their impact on student learning. In a study on science education, Plourde (2002b) found that pre-service teachers were less confident that they could change student learning outcomes after doing student teaching than they had been prior to doing student teaching. Personal characteristics have been linked to pre-service teacher attitudes and factors related to teaching as well. Plourde (2002a) found that student teachers' own experiences as elementary elementary /el·e·men·ta·ry/ (el?e-men´tah-re) not resolvable or divisible into simpler parts or components. elementary not resolvable into simpler parts. elementary body 1. , and high school students are a factor involved in beliefs about teaching science. Pigge Pigge or Lapigge is a village in the Italian province of Perugia in east central Umbria, stretching from the plain of the Clitunno river up the lower SW flank of Mt. Serano, at 297 m above sea-level. and Marso (1987) found that gender was a predictor in changes in anxiety levels in pre-service teachers between the beginning and end of student teaching. Anxiety toward teaching as a career was lower for females, but had not changed for males, after completion of student teaching. Method A questionnaire questionnaire, n a series of questions used to gather information. questionnaire, n a form usually filled out by patients that provides data concerning their dental and general health. was developed containing items to measure various aspects of teaching and teacher attitudes such as teacher confidence and career satisfaction, enjoyment of classroom teaching, and teacher efficacy (see Appendix appendix, small, worm-shaped blind tube, about 3 in. (7.6 cm) long and 1-4 in. to 1 in. (.64–2.54 cm) thick, projecting from the cecum (part of the large intestine) on the right side of the lower abdominal cavity. A for the survey instrument). Two hundred and four (204) K-12 teachers were surveyed. Of them, 44.6% were male and 55.4% were female. Ethnically, 35.6% were Hispanic Hispanic Multiculture A person of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race Social medicine Any of 17 major Latino subcultures, concentrated in California, Texas, Chicago, Miam, NY, and elsewhere , 36.6% White, 13.9% Asian, and 5.4% were Black. Classroom teaching experience ranged from one to thirty-six years, with an average of 10.49 (SD=9.29) years of experience. Participants answered questions about whether or not they had had student teaching prior to classroom teaching, the type of supervision they received during their student teaching, and in what ways student teaching helped them in different area of classroom teaching, both personally and professionally. They provided personal information that included income, years of teaching experience, teacher credential credential verb To determine or verify titles, qualifications, documents, completion of required training, and continuing education, in those persons who function in a professional or official capacity–eg, ER physician, neurosurgeon, etc. Cf Credentials. status, and career goals. Teachers were employed at various grade levels at four schools located in the same student attendance zone in an urban area. The majority of students attending these schools were from low-income low-in·come adj. Of or relating to individuals or households supported by an income that is below average. households, and were mainly Hispanic. Others included those of Asian and Black descent descent, in anthropology, method of classifying individuals in terms of their various kinship connections. Matrilineal and patrilineal descent refer to the mother's or father's sib (or other group), respectively. . Data analyses involved comparing responses of teachers who had pre-service student teaching experience to those who did not have student teaching experience prior to entering the classroom through mean comparisons and cross tabulations A cross tabulation (often abbreviated as cross tab) displays the joint distribution of two or more variables. They are usually presented as a contingency table in a matrix format. . Further analyses compared percents and ranking from teachers with student teaching experience based on the frequency of the supervision they received during student teaching. Results Descriptive Analysis Among teachers surveyed, 49% reported having completed student teaching as a pre-service teacher and 51% reported not having completed student teaching prior to becoming a teacher as shown in Figure 1. And among teachers who had student teaching, 44.8% had some classroom teaching prior to student teaching and 52.2% had no classroom teaching experience (see Figure 2). [FIGURES 1-2 OMITTED] Data Analysis Teachers who had student teaching were asked to indicate different levels of supervision they received during their training as "Supervision at all times," "Daily," "Weekly," "Monthly/bimonthly," or "No supervision." Among the 99 teachers who had student teaching the majority (67.7%) of them received supervision at all times or daily as shown in Table 1. Student teaching and credential status. A cross tabulation table was created to see teacher's credential status by student teaching experience for new teachers (teachers with five or less years of teaching experience). As shown in Table 2, a significantly higher percentage of teachers who had student teaching had acquired a credential (81.8%) and only 38.6% of those who did not have student teaching were fully credentialed cre·den·tial n. 1. That which entitles one to confidence, credit, or authority. 2. credentials Evidence or testimonials concerning one's right to credit, confidence, or authority: [[X.sup.2]= (2, N=79) =11.917, p < .00]. Student teaching and affective measures: satisfaction, efficacy, enjoyment, and confidence level. Teachers were asked to rate, on a six point Likert scale Likert scale A subjective scoring system that allows a person being surveyed to quantify likes and preferences on a 5-point scale, with 1 being the least important, relevant, interesting, most ho-hum, or other, and 5 being most excellent, yeehah important, etc (0 = not at all. 5 = very much) their levels of teacher satisfaction, efficacy, enjoyment in classroom teaching. Their means were compared between by those who had student teaching and those who did not have student teaching. For all teachers overall, the means for satisfaction and efficacy levels showed a higher trend for those who had student teaching but significantly different in all three areas measured: job satisfaction, efficacy, and enjoyment of classroom teaching (see Table 3). However, among new teachers those who had pre-service student teaching showed a significantly higher level of job satisfaction (p<.10) than those who did not have pre-service student teaching. There was no significant difference in feelings of efficacy or enjoyment of classroom teaching between the two groups of new teachers. Teachers were asked to rate their levels of confidence to the question: "How confident are you that you can change student learning in positive ways?" on a 4 point Likert scale (0 = not at all, 3 = very confident). As reported in Table 4, there was a higher mean (2.08) for those who had student teaching than those who did not have student teaching (1.97), but the mean difference was not statistically significant. Similarly, when teachers were asked the following question: "To what extent do you feel factors beyond your control influenced your confidence to impact student learning?" it was expected that those who had pre-service student teaching would show a lower mean than those who did not have student teaching because a lower number would indicate that they are in better control of their confident. As expected, those who had student teaching tended to show a lower mean (1.56) than those who did not have student teaching (1.60). These trends held true for the new teachers as well. There were tendencies for those with student teaching to be more confident but not significantly. Student teaching and career goals. Teachers career goals, in terms of their plan to remain in classroom teaching, was cross tabulated To analyze and summarize data. A common example is summarizing the details from database records and placing them into a spreadsheet. The following example places the details of order records into summary form. by student teaching for new teachers in Table 5 (see Table 5). The results indicated that for new teachers there was no significant difference in the teachers' goals to stay in teaching by whether they had student teaching or not prior to teaching [[X.sup.2] (1, N=79) = .056, p=.812]. When new teachers who had student teaching were looked at separately in Table 6, the level of supervision they received during student teaching did not show a relationship to their decision to remain in teaching (see Table 6). However, when all teachers with student teaching were analyzed an·a·lyze tr.v. an·a·lyzed, an·a·lyz·ing, an·a·lyz·es 1. To examine methodically by separating into parts and studying their interrelations. 2. Chemistry To make a chemical analysis of. 3. based on the level of supervision they received, the results showed that there was a change in the percent of those who planned to remain in the teaching profession by the levels of supervision they received (see Table 7). Among the 67.7% of teachers who indicated they would remain in teaching profession, 70% had received supervision at all times or daily, and only 30% of the teachers received supervision monthly/bimonthly or had no direct supervision. Looked at another way, among those who had direct supervision at all times 69.9% of the teachers indicated they plan to remain in classroom teaching. And 71.4% and 90.9% of those who were under supervision daily and weekly indicated that they plan to remain in the teaching profession, respectively. Only 54.5% of the teachers who were under no direct supervision, and 40% of those who had monthly/bimonthly supervision during student teaching indicated they plan to remain in classroom teaching [[X.sup.2] (12, N=198) = 18.69, p=.09]. For all and new teachers whether they had some classroom teaching prior to student teaching or not was not a deciding factor in their decision to remain in teaching [[X.sup.2] (1, N=80) = .074, p=.786]. However, for teachers who had student teaching, their decision to remain in teaching was related to the level of supervision they received. The teachers were asked more specifically about the number of years teachers plan to stay in the teaching profession. An independence samples t-test t-test, n an inferential statistic used to test for differences between two means (groups) only. This statistic is used for small samples (e.g., N < 30). Also called t-ratio, stu-dent's t. was performed to compared the average (see Table 8). The results showed that the mean for those with teaching experience was 4.45 (SD=.605, n=20), and the mean for those with student teaching experience was 4.26 (SD=.858, n=53, based on five categories [1 = 1 to 2 years. 2 = up to 3 years. 3 = up to 5 years, 4 = 10 or more years, and 5 = "until I retire retire v. 1) to stop working at one's occupation. 2) to pay off a promissory note, and thus "retire" the loan. 3) for a jury to go into the jury room to decide on a verdict after all evidence, argument and jury instructions have been completed. ;" t(73) = - .887, p>.05]. Among new teachers (age mostly ranging from 26-35), 95% of those with student teaching experience indicated that they plan to stay in the teaching profession 10 or more years or "until I retire" (50% said they plan to stay in the teaching profession until they retire) while 86.8% (45% said they plan to stay in the teaching profession until they retire) of those without student teaching experienced indicated the same plan (see Figure 3). Although these percents or the means were not significantly different, the teachers with student teaching experience tended to show a higher percentage and means for their goals to stay in teaching. [FIGURE 3 OMITTED] Reasons other then student teaching for teacher retention. Teachers were asked to rank the top five job-related factors that they felt have influenced their decision to remain a teacher including student teaching. Among those who indicated that they will maintain their teaching credential A United States teaching credential is a basic multiple or single subject credential obtained upon completion of a bachelor's degree and prescribed professional education requirements. and remain a classroom teacher for their entire career, the data showed in Table 9 that for all teachers including new teachers "Enjoying working with students" and "Challenging and interesting work" as the top two reasons except for new teachers without student teaching. For the new teachers without student teaching experience, "Good salary" was an important factor next to "enjoyment of working with students." The main difference between those who had student teaching and those who did not have student teaching for all teachers was that "Strong mentor/professional support" ranked high for those who had student teaching and low for those who did not. The following factors ranked somewhat higher for new teachers compared to all teachers: "Amount of vacation VACATION. That period of time between the end of one term and beginning of another. During vacation, rules and orders are made in such cases as are urgent, by a judge at his chambers. time," "Convenient hours," "Good salary" and "Good Fringe benefits fringe benefits, n.pl the benefits, other than wages or salary, provided by an employer for employees (e.g., health insurance, vacation time, disability income). ." Factors that ranked the lowest were "parental support" and "personal perks perk 1 v. perked, perk·ing, perks v.intr. 1. To stick up or jut out: dogs' ears that perk. 2. To carry oneself in a lively and jaunty manner. at school site." Among those with student teaching experience, prior student teaching experience ranked 7th for all teachers and between 7th and 10th for new teachers as the factor that influence their decision to stay in teaching. Student teaching and various aspects of teaching. The results in Table 10 shows various personal/professional aspects and different areas of classroom teaching on which the teachers felt they received help while student teaching. The teachers were asked to mark all that apply to the following specific items: confidence in classroom teaching, building professional relationships classroom as Personal/professional aspects of teaching: lesson planning, management of classroom, and teaching techniques as aspects of classroom teaching. Teachers reported that student teaching helped them the most in the area classroom teaching, specifically with lesson planning (average, 74.8%) and the least in the area of building professional relationships (51.6%) with the all other items in between. In general the percentage of overall help teachers felt they received increased as the amount of direct supervision increased across all items and on average. The percentages were most high for those who were under supervision at all times, followed by daily and weekly, and the percentages noticeably no·tice·a·ble adj. 1. Evident; observable: noticeable changes in temperature; a noticeable lack of friendliness. 2. Worthy of notice; significant. dropped to 50% or below for those who received monthly/bimonthly or no direct supervision. For example, it was most noticeable for the area of confidence in the classroom teaching. Almost all teachers (91.9%) who had direct supervision at all times and 90.9% of those who had supervision daily and 89.9% of those who had weekly supervision said that student teaching helped them to build their confidence level in classroom teaching, whereas only 40% of those who had monthly/ bimonthly bi·month·ly adj. 1. Happening every two months. 2. Happening twice a month; semimonthly. adv. 1. Once every two months. 2. Twice a month; semimonthly. n. pl. supervision indicated that student teaching helped them in the area. Among those who were under supervision at all times, teachers indicated that they received the least help with Building professional relations (61.8%). Teachers seemed to have been more affected personally in terms of their confidence level then professionally from direct supervision. Their confidence level may have affected other areas of teaching in general. And the reason for the low percentage in building professional relations is probably due to the fact that professional relations probably occurred after and not during student teaching. In the area of classroom teaching, 95.3 % of those who were under supervision at all times reported that student teaching helped them with classroom management (the most frequently identified area), whereas only 50% and 27.3% of those who had monthly/bimonthly or no supervision during student teaching reported that student teaching helped them in the area, respectively. The areas of lesson planning and teaching techniques showed similar results. Discussion and Conclusion In summary, those who had student teaching experience seemed to show higher levels of confidence in improving student learning, satisfaction with their teaching career, and a higher sense of teacher efficacy. For new teachers, there was a significantly higher level of job satisfaction than those who did not have student teaching and a significantly more number of fully credential teachers. Also for new teachers, student teaching and the amount of supervision they received during student teaching were not a factor in their decision to remain in teaching. This was also true for the two groups of teachers, some with classroom teaching experience during student teaching and those without the experience during student teaching. As measured by their career goals, those who received pre-service supervision at all times planned to stay in the profession longer. These results are consistent with Cegelka & Alvarado's (2000) study that showed that their sample of special education teacher interns in their study were more likely to remain in teaching if they had frequent training and support from a mentor. Possible explanations for the relationship between student teaching and their career goal may be that they have had a more structured and balanced introduction to the profession during student teaching that included more time and guidance which exposed them to more auxiliary auxiliary In grammar, a verb that is subordinate to the main lexical verb in a clause. Auxiliaries can convey distinctions of tense, aspect, mood, person, and number. service staff (school psychologists This list includes notable psychologists and contributors to psychology, some of whom may not have thought of themselves primarily as psychologists but are included here because of their important contributions to the discipline. , counselors, librarians This is a list of people who have practised as a librarian and are well-known, either for their contributions to the library profession or primarily in some other field. , etc.), administrators, and supportive teachers. As a result of student teaching teachers may have had more contacts and be aware of more resources within the education community. They may also have been introduced to opportunities in professional growth. Working side-by-side with a cooperating teacher, the pre-service teacher may not have felt isolated as a teacher thrown into the classroom on his or her own. The results also indicated that when teachers were asked to rank the most important job-related factors that teachers felt have influenced their decision to remain a teacher, they indicated more impending im·pend intr.v. im·pend·ed, im·pend·ing, im·pends 1. To be about to occur: Her retirement is impending. 2. reasons other than the student teaching experience. Student teaching experience was generally ranked at 7th or lower in the order of importance. Even for those who had student teaching, the primary reasons for their decision to stay in teaching was generally because they enjoy working with students or they felt the job was challenging and interesting work. For new teachers regardless of whether they had student teaching or not and for teachers in general who did not have student teaching, a strong mentor/professional support during teaching was an important factor regardless of whether they had student teaching or not. For teacher who had no student teaching, good salary was also an important reason for staying in teaching. This shows that although the level of supervision was a factor in their decision to remain in teaching, there are other impending current reasons that are important in keeping the decision to remain a teacher. Teachers reported that student teaching helped them the most in terms of classroom management skills, followed by teaching techniques. Regarding the personal aspect of teaching as defined by their confidence level in classroom teaching, it increased significantly with higher levels of supervision. It may be possible that this increase in confidence may have an effect on the other aspects of teaching that were measured. There was a direct relationship between the amount of supervision received and the percentages of teacher that indicated they received help through student teaching in personal/professional aspects as well as in the areas of classroom teaching. This seems to imply that the more supervision is provided the more effective the student teaching program would be. This result seems to contradict con·tra·dict v. con·tra·dict·ed, con·tra·dict·ing, con·tra·dicts v.tr. 1. To assert or express the opposite of (a statement). 2. To deny the statement of. See Synonyms at deny. Dennis' (1976) earlier finding which showed that increased time spent doing classroom student teaching did not improve teaching skills. Although teaching skills were not measured teachers in this seems to indicate a strong relationship between the frequency of supervision during student teaching and various aspects of classroom teaching. The greatest increase in the percent occurred between weekly and bimonthly/monthly supervision which may suggest that all credentialing programs consider providing a minimum of weekly supervision. Lesson planning may have been identified as the most helpful area of benefit; it may have been the most accessible, but not the most essential, help. Lesson planning can occur with or without students present, so it is not surprising that cooperating teachers, regardless of their availability, found time to help student teachers plan classroom instruction. The availability of a cooperating teacher may limit their helpfulness to aspects of teaching such as lesson planning that are not part of the instructional day that can be observed without students present. On the professional level building professional relationships was rated the lowest among the areas measured regardless of different levels of supervision. This result may reflect a culture of isolation in the teaching profession. Teachers may not have had an opportunity, training or time to work with colleagues on improving instruction at the time of student teaching and may not recognize the benefits of long term collaboration Working together on a project. See collaborative software. . Limitation and future study The study looked at the amount of supervision on various aspects of teachers, but not the actual substance of supervision. Rikard & Veal (1996) described cooperating teachers as willing and desiring to work with student teachers, but as "limited in their skills to do so" (p. 292). It is difficult to ensure that pre-service or first-year adj. 1. Being in the first year of an experience especially in a U. S. high school or college; - of a person. Adj. 1. first-year - used of a person in the first year of an experience (especially in United States high school or college); "a teachers get the support they need unless those who provide that support have been trained to do so. A future study may be in order which focuses on the different terms of supervisors' role and student teachers' interaction with the supervisors. Also, this study does not address student achievement. Pre-service student teaching was measured only in terms of factors related to teacher issues and their confidence level in improving student learning, but not student outcomes. A follow-up follow-up, n the process of monitoring the progress of a patient after a period of active treatment. follow-up subsequent. follow-up plan study could include results of student teaching on student achievement. In terms of the population of pre-service teachers this study included only those who entered teaching upon completion of student teaching and those who did not complete student teaching. Those who completed student teaching but elected e·lect v. e·lect·ed, e·lect·ing, e·lects v.tr. 1. To select by vote for an office or for membership. 2. To pick out; select: elect an art course. not to enter teaching were not part of the sample. On the other hand, the teachers in the sample who did their student teaching concurrently con·cur·rent adj. 1. Happening at the same time as something else. See Synonyms at contemporary. 2. Operating or acting in conjunction with another. 3. Meeting or tending to meet at the same point; convergent. with their first teaching assignment may have felt they had too much invested to change their career path. This may imply that the quality of the beginning of teaching may be a key to retaining teachers, not their student teaching experience. Future research needs to focus on those who did student teaching but never entered the classroom. If we grouped together all teachers who decided to leave the profession after their first classroom experience, regardless of whether it was student teaching or full time teaching, other factors could be considered in which case student teaching may not be the issue at all. Rather the quality of support during the initial classroom experience may make all the difference. Comparing responses from new teachers after the first semester, whether it be after contract service or student teaching, would allow us to compare second year teachers without student teaching, but with a strong support network, to those who had pre-service student teaching. As was the case in this study, student teaching was not the only indicator Indicator Anything used to predict future financial or economic trends. Notes: In the context of technical analysis, an indicator is a mathematical calculation based on a securities price and/or volume. The result is used to predict future prices. for staying in the profession. Plourde (2002a) showed that pre-service teachers' beliefs were affected by their mentors' attitudes. This suggests that the personality of a mentor is also a factor in forming new teachers' attitudes. Other factors may include teacher personality, type of school and setting, quality of teacher induction Induction (educator) Induction is the support and guidance provided to novice teachers and school administrators in the early stages of their careers. Induction encompasses orientation to the workplace, socialization, mentoring, and guidance through beginning teacher program, and/or and/or conj. Used to indicate that either or both of the items connected by it are involved. Usage Note: And/or is widely used in legal and business writing. administrative support. Recommendation Many alternative teacher education programs are in existence and offer various levels of pay and supervision which waive To intentionally or voluntarily relinquish a known right or engage in conduct warranting an inference that a right has been surrendered. For example, an individual is said to waive the right to bring a tort action when he or she renounces the remedy provided by law for such the traditional pre-service student teaching requirements. It is recommend that these programs be explored in terms of how their support for new teachers in the alternative programs compare with support for pre-service student teachers in the traditional credentialing programs. This study suggests that pre-service student teaching is an important factor in job satisfaction for beginning teachers and retaining teachers in the field of education. This implies (logic) implies - (=> or a thin right arrow) A binary Boolean function and logical connective. A => B is true unless A is true and B is false. The truth table is A B | A => B ----+------- F F | T F T | T T F | F T T | T It is surprising at first that A => the importance of student teaching especially for those who will enter urban teaching environments. The study also suggests a need to consider the quality of pre-service teaching, particularly in terms of supervision, as an issue that must be addressed in improving teacher training programs. Based on the study, in order to retain teachers, we need to look seriously at the amount of supervision they received in either the traditional or the alternative teacher credential programs. Adequately supervised teachers seemed to have gotten the support they needed as a teacher, both personally/professionally and in their classroom. Teachers with the most support reported being most confident in and satisfied with teaching. Well-trained, confident, and effective teachers are undoubtedly related to student achievement. Therefore quality of teacher training programs with adequate level of supervision must be a priority for teacher credentialing programs. Appendix QUESTIONNAIRE 1) How many years have you taught, not counting the current year?-- (Mark "0" if you are a preservice teacher) 1a) If you are not currently a classroom teacher, how many years have you been away from the classroom?-- 2) What is your gender? --Male --Female 3) What grade levels have you taught during your career? (mark all that apply) --None (Pro service Teacher) --K-5 --6-8 --9-12 4) If you are an elementary teacher, what grade do you currently teach?-- If you are a secondary teacher, what subject do you currently teach?-- 5) What is your ethnic origin? -- 6) Are you a fully credentialed teacher? --Yes --No If No, what is your credential status?-- 7) What is your age range? --0-25 --46-55 --26-35 --56 and over --36-45 8) What is your salary range? ... --$20,000-$29,999 --$40,000-$49,999 --$60,000 and over --$30,000-$39,999 --$50, 000-$59,999 9) How many years do you plan on staying in the teaching profession? --1-2 years --10 or more years --Up to 3 years --Until I retire --Up to 5 years 10) Which of the following is your career goal in teaching? --Maintain a teaching credential and remain a classroom teacher for my entire career --Maintain a teaching credential as a springboard into an administrative position --Maintain a teaching credential and remain a teacher until I am offered a job outside the field of education --Other:-- 11) Rank the following 7 factors in order of how important they are to you as a teacher (with 1 being most important and 7 being least important) --Being adequately compensated compensated /com·pen·sat·ed/ (kom´pen-sa?tid) counterbalanced; offset. for my work --Good student behavior --Being respected as a teacher --Good parental support --Good teacher collaboration --High student academic performance --Making a positive impact in students' lives If you are a PRE-SERVICE teacher, please skip to item # 24 on page 4 12) Did you do student teaching before you became a teacher? --Yes --No If you answered YES to #12, please continue to question #13. If you answered NO to #12, please slap to question #16. 13) Had you had classroom teaching prior to student teaching? --Yes --No 14) Check which best describes your student teaching experience. --I was under direct and constant supervision of a master teacher (the master teacher was with me in the classroom at all times). --I was under direct supervision on a daily basis, but the master teacher was not with me in the classroom all day. --I was observed on a weekly basis. --I was observed on a monthly or bimonthly basis. --I received no direct supervision at any time. 15) How did your student teaching experience help you as a teacher? (mark all that apply) --I learned useful instructional techniques. --It has helped me with my classroom management skills. --It gave me a sense of confidence in the classroom. --I began to build professional relationships. --It helped me plan and prepare my lessons. --Not Applicable --Other:-- 16) How many times have you changed schools since you first began teaching? --None --Once --Twice --Three --Four or more 17) If you have ever transferred or changed schools, what were your reasons? (mark only those that apply in rank order, with 1 being the primary reason) --Lack of administrative support --New school is closer to home --Lack of parental support --Relocation --Conflict with peers --Reduction in force --Advancement --Not Applicable --Other:-- --Other:-- 18) How satisfied are you with your teaching career presently? (circle your answer) 0 1 2 3 4 5 Not at all Very Much 19) How effective do you feel when you are in the classroom? 0 1 2 3 4 5 Not at all Very Much 20) How much do you enjoy the classroom teaching aspect of your career? 0 1 2 3 4 5 Not at all Very Much 21) What school activities are you involved in? (mark all that apply) --Committee Work (SBM SBM - Solution Based Modelling , LEARN, Faculty Staff Association, ...) --Union representative/officer --Athletic coach --Faculty sponsor (student council, yearbook, ...) --Working during vacation/off-track/after school --Out of classroom assignments (coordinator, dean, ...) --Involvement in professional educational organizations (AFT, NEA NEA abbr. 1. National Education Association 2. National Endowment for the Arts NEA (US) n abbr (= National Education Association) → Verband für das Erziehungswesen , etc.) --Other (please describe)-- 22) What portion of the day, on average, are you involved in the school activities you marked above? -- 23) Among those activities you mentioned above, which activity is a factor in your overall job satisfaction) (mark all that apply in rank order, with I being the most important factor) --Committee Work (SBM, LEARN, Faculty Staff Association, ...) --Union representative/officer --Athletic coach --Faculty sponsor (student council, yearbook, ...) --Working during vacation/off-track/after school --Out of classroom assignments (coordinator, dean, ...) --Involvement in professional educational organizations (AFT, NEA, etc.) --Other (please describe)-- 24) To what extent do you feel that factors beyond your control influence your confidence to impact student learning? --Not at all --In a few aspects --In most aspects --Very much 25) How confident are you that you can change student learning in positive ways? --Not at all --Somewhat confident --Confident --Very confident 26) Choose the 5 most important job-related factors that you feel have influenced your decision to remain a teacher. (Please rank your 5 factors, with I being your most influential factor) --Convenient hours --Good salary --Good fringe benefits (health insurance, life insurance, ...) --Enjoy working with students --Social network/personal friends Personal perks at my school site (access to laptop Same as laptop computer. laptop - portable computer , privileged privileged not generally available; can be used only by selected persons or substances. privileged information information about a client's animals or business to which the veterinarian has access because of his/her professional parking, materials ..) --Strong mentor/professional support --Relevance and application of my education and training --Challenging and interesting work --Parental support --Amount of vacation time --Student teaching experience --Other:--
Table 1 Levels of Supervision Received
During Student Teaching (N = 204).
Levels of Supervision n %
Teachers with Student Teaching 99 49%
At all times 46 46.5%
Daily Supervision 21 21.2%
Weekly Supervision 11 11.1%
Monthly/bimonthly Supervision 10 10.1%
No Supervision 11 11.1%
Teachers
without Student
Teaching Experience 105 51%
Total 204 100%
Table 2
Credential Status by Teaching Experience for
New Teacher (5 or less years of teaching)
Student No In Fully Total
Teaching Credential Progress Credentialed
No 1 1.8% 34 59.6% 22 38.6% 57 100%
(100%) (89.5%) (55%) (72.2%)
Yes 0 0% 4 18.2% 18 81.8% 20 100%
(0%) (10.5%) (45.0%) (25.3%)
Total 1 1.3% 38 48.1% 40 51% 79 100%
(100%) (100%) (100%) (100%)
Table 3
Teacher Satisfaction, efficacy and enjoyment of
classroom teaching for all teachers and for new
teachers with five or less years of teaching
experience (Scale: 0 = Not at all,
5 = Very much)
All Teachers
N = 190
Student
Self-Evaluation Teaching Mean SD
Satisfaction with Yes 3.74 1.01
teaching
Career (+) No 3.65 1.10
Teacher Yes 3.94 .77
Efficacy (++)
No 3.87 .85
Enjoyment of Yes 4.25 .84
Classroom
Teaching (+++) No 4.30 .94
New Teachers
(5 or less years
of teaching, n=78)
Self-Evaluation Mean SD
Satisfaction with 3.82 * 1.01
teaching
Career (+) 3.32 1.08
Teacher 3.80 .80
Efficacy (++) 3.69 .78
Enjoyment of 4.33 .73
Classroom
Teaching (+++) 4.12 1.04
(+) How satisfied are you with your
teaching career presently?
(++) How effective do you feel when
you are in the classroom?
(+++) How much do you enjoy the
classroom teaching aspect of
your career?
Table 4 Confidence Level of Teachers he Student
Teaching Experience for All Teachers, and
New Teachers in Particular
(Scale: O = Not al all, 3 = Very confident)
New Teachers
All Teachers (5 or
(N =192) less years
of teaching,
n=16)
Student
Confidence Teaching Mean SD Mean SD
Confident to Yes 2.08 .65 2.33 .58
Change (+) No 1.97 .78 2.15 .69
Outside Yes 1.56 .83 1.33 .58
Factors (++) No 1.60 .86 1.46 .88
(+) Confident to Change: "How confident are you that
you can change student learning in positive ways?"
(++) Outside Factors: "To what extent do you feel
factors beyond their control influenced your
confidence to impact student learning?"
Table 5 A Crosstabulation of Teachers'
Goals by Student Teaching for New Teachers
Not
Student Remain in Remain in
Teaching Teaching Teaching Total
Yes 32 56.1% 25 43.9% 57 100%
(71.1%) (73.5%) (72.2%)
No 13 59.1% 9 40.9% 22 100%
(28.9%) (26.5%) (27.8%)
Total 45 57.0% 34 43.0% 79 100%
(100%) (100%) (100%)
[[chi square] (1, N=79) = .056, p = .812].
Percents in parentheses read down.
Table 6
Teachers' Career Goals by Level of Supervision
New Teachers Received During Student Teaching
Remain in Not Remain
Levels of teaching in
Supervision Profession Teaching Total
At all times 5 57.1% 3 42.9% 7 100%
(26.7%) (23.1%) (25%)
Daily 2 50.0% 2 50% 4 100%
(13.3%) (15.4%) (14.3%)
Weekly 1 50.9% 1 50% 2 100%
(6.7%) (7.7%) (7.1%)
Monthly/ 3 75% 1 25% 4 100%
Bimonthly (20%) (7.7%) (14.3%)
No direct 5 45.5% 6 54.5% 11 100%
supervision (33.3%) (46.2%) (39.3%)
Total 15 53.6% 13 46.4% 28 100%
(100%) (100%) (100%)
Table 7 Crosstabulation of Supervision Teachers Received
During Student Teaching and Their Plan to Remain
in the Teaching Profession
Goals
Seek
Remain in another job
Levels of teaching Change to related
Supervision profession administration to education
At all times 32 69.9% 6 13% 1 22.2%
(47.8%) (42.9%) (11.1%)
Daily 15 71.4% 2 9.5% 3 14.3%
(22.4%) (14.3%) (33.3%)
Weekly 10 90.9% 1 9.1% 0 0%
(14.9%) (7.1%) (0%)
Monthly/ 4 40% 2 20% 3 30%
Bimonthly (6%) (14.3%) (33.3%)
No direct 6 54.5% 3 27.3% 2 18.2%
supervision (9%) (21.4%) (22.2%)
Total 67 (67.7%) 14 14.1% 9 9.1%
(100%) (100%) (100%)
Seek
a job
Levels of outside
Supervision education Total
At all times 7 15.2% 46 46.5%
(77.8%) (100%)
Daily 1 4.8% 21 21.2%
(11.1%) (100%)
Weekly 0 0% 11 11.1%
(0%) (100%)
Monthly/ 1 10% 10 10.1%
Bimonthly (11.1%) (100%)
No direct 0 0% 11 11.1%
supervision (0%) (100%)
Total 9 9.1% 99 100%
(100%) (100%)
[[chi square (12, N=198) = 18.69, p = .09]
Note. Percents in parentheses read down. Of the people
who responded other, many indicated a desire to pursue
a career related to education, but not teaching.
Support personnel, such as counseling and librarian.
Some wanted to teach at university or college level,
and some were not sure. Other: University professor,
Not sure, Counseling, Retire early and pursue an art
career. Return to teaching post-secondary. Librarian.
Table 8
Means Comparison of the Number of Years Teachers
Plan to Remain in Teaching Based on a 5 Point Scale
(Scale: 1=1 to 2 Years, 2=up to 3 Years, 3=up to
5 years, 4=10 or more years, and 5=until 1 retire)
Student
teaching Mean SD n
Yes 4.45 .605 20 t (73)= -.887, p > .05
No 4.26 .858 53
Table 9
The Five Most Important Job-Related
Factors That Teachers Felt Have Influenced
Their Decision to Remain a Teacher
All Teacheres
Student No Student
Teaching Teaching
Factors Rank Rank
Enjoy working 1 1
with students
Challenging and 2 2
interesting work
Strong mentor/ 3 9
professional support
Relevance and 4 4
application of
my education
and training
Amount of 5 5
vacation time
Convenient hours 6 6
Student teaching 7 N/A
experience
Good fringe 8 7
benefits (health
insurance, life
insurance. ...)
Good salary 9 3
Social network/ 10 8
personal friends
Parental support 11 11
Personal perks at 12 10
my school site
(access to
laptop, privileged
parking,
materials ...)
New Teachers
Student No Student
Teaching Teaching
Factors Rank Rank
Enjoy working 2 1
with students
Challenging and 1 3
interesting work
Strong mentor/ 7/8/9/10 8
professional support
Relevance and 4 6
application of
my education
and training
Amount of 3 4
vacation time
Convenient hours 5 5
Student teaching 7/8/9/10 N/A
experience
Good fringe 6 7
benefits (health
insurance, life
insurance. ...)
Good salary 7/8/9/10 2
Social network/ 7/8/9/10 9
personal friends
Parental support 11 10
Personal perks at 12 11
my school site
(access to
laptop, privileged
parking,
materials ...)
Table 10
Various Personal/Professional Aspects and Classroom
Teaching Areas on which the Teachers Felt
they Received Help from Student Teaching
Personal/Professional Aspects
Confidence Building
Level of in
Supervision classroom Professional
teaching * Relations *
At all times 91.9% 61.8%
Daily 90.9% 60.6%
Weekly 89.9% 53.8%
Monthly/ 40.0% 30.0%
bimonthly
No direct 18.2% 0%
Supervision
Average 66.2% 51.6%
Classroom Teaching
Level of Management
Supervision Lesson of
planning * classroom *
At all times 88.1% 95.3%
Daily 87.8% 73.7%
Weekly 83.3% 87.5%
Monthly/ 40.0% 50.0%
bimonthly
No direct 0% 27.3%
Supervision
Average 74.8% 66.8%
Classroom Teaching
Level of
Supervision Teaching
Techniques * Average
At all times 92.7% 86%
Daily 92.7% 81.1%
Weekly 85.0% 79.9%
Monthly/ 40.0% 40.0%
bimonthly
No direct 36.4% 27.3%
Supervision
Average 69.4% --
* Confidence in classroom teaching: "It gave me a sense
of confidence in the classroom," Building Professional Relations:
"I began to build professional relationship," Less Planning:
"It helped me plan and prepare my lessons," Management with
class: It has helped me
with my classroom management skills," Teaching Techniques:
"I learned useful instructional techniques."
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