Preservice and First-Year School Supports Affecting Beginning Teachers’ Feelings of Preparedness

• In Event: Roundtable Session 95
  In Roundtable Session: Rethinking Resistance, Transforming Beliefs: Research on the Identity Constructions of Beginning Teachers

Abstract

Given the importance of teachers for improving student learning, understanding how to best prepare and support the large number of new teachers entering the field is critical. Using data from the 2007-08 Schools and Staffing Survey, this study examines what components of preparation and support influence first year teachers’ feelings preparedness for the teaching positions into which they are hired. While several preparation inputs were found to be associated with first-year teachers’ feelings of instructional preparedness, beginning teachers’ feelings of preparedness were generally not associated with supports for beginning teachers nor and individual teaching and school assignment factors.

Author

• Laura Neergaard, Vanderbilt University