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Appears in:
Pages: 3771-3778
Publication year: 2015
ISBN: 978-84-608-2657-6
ISSN: 2340-1095

Conference name: 8th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2015
Location: Seville, Spain

PRE-SERVICE TEACHERS PERCEPTIONS OF PREPAREDNESS

T. Gunn, C. Loewen

University of Lethbridge (CANADA)
Robust teacher preparation in North America has become increasingly more important with the onset of several University granted status programs. While there appear to be a greater number of teachers certified, particularly in Alberta, Canada, publicly funded class sizes across Canada are increasing, provincial education initiatives are expanding, assessment demands are growing, and teachers are leaving the profession at a more rapid rate (e.g., Howe, 2008; Poth, 2012; Van Nuland, 2011). Given these conditions, can it be stated that newly graduated teachers are prepared for the demands of the field? Moreover, while in teacher preparation programs, do pre-service teachers perceive that they are prepared to meet the demands of 21st century learning practices, diverse student needs, appropriate assessment methods, ever changing classroom environments, and professional knowledge, conduct, and interactions?

The University of Lethbridge, Faculty of Education has attempted to meet these demands through the structuring of the undergraduate teacher preparation program. Students are exposed to cutting edge assessment theories and practices, exceptional children issues and differentiation practices, curriculum and instruction from Kindergarten to Grade 12, and 27 weeks of practicum; to name just a few strands of instruction. However, it is the students’ perception of applicability during practicum that is most important. Moreover, how a student perceives each semester from entry into our program until the last semester is crucial. Therefore, a longitudinal study was established to determine how each semester contributes to the development of a pre-service teacher until convocation as well as into their career.

In 2011, students beginning in ED2500 (a pre-entry Faculty of Education required course), were asked whether they would be willing to participate in a longitudinal study. If they agreed to participate, they would be tracked each semester (Professional Semesters I, II, and III), and then later into their career. To date there are approximately 562 participants who have agreed to join the research. Of those, approximately 50 students have now completed all four components of our program (2500, PSI, PSII, and PSIII). They will be interviewed in a group focus format in fall, 2015, and then tracked into their first year of teaching, followed by yearly follow-ups and survey methods every 3 years.
@InProceedings{GUNN2015PRE,
author = {Gunn, T. and Loewen, C.},
title = {PRE-SERVICE TEACHERS PERCEPTIONS OF PREPAREDNESS},
series = {8th International Conference of Education, Research and Innovation},
booktitle = {ICERI2015 Proceedings},
isbn = {978-84-608-2657-6},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {18-20 November, 2015},
year = {2015},
pages = {3771-3778}}
TY - CONF
AU - T. Gunn AU - C. Loewen
TI - PRE-SERVICE TEACHERS PERCEPTIONS OF PREPAREDNESS
SN - 978-84-608-2657-6/2340-1095
PY - 2015
Y1 - 18-20 November, 2015
CI - Seville, Spain
JO - 8th International Conference of Education, Research and Innovation
JA - ICERI2015 Proceedings
SP - 3771
EP - 3778
ER -
T. Gunn, C. Loewen (2015) PRE-SERVICE TEACHERS PERCEPTIONS OF PREPAREDNESS, ICERI2015 Proceedings, pp. 3771-3778.
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