A Comparison of Teacher Candidates’, Teachers’, and Principals’ Perceptions of Effective Teaching and Professional Preparation

• In Event: Roundtable Session 19
  In Roundtable Session: Studies of How Trainees Grow Into Professional Roles

Abstract

Using the Framework for Effective Middle Level Practices (Authors, 2013), this interpretive, exploratory study compared teacher candidates’, middle grades teachers’, and middle level principals’ perceptions of effective middle level teaching and the professional preparation of newly hired teachers. This study utilized survey methodology to analyze responses from 40 teacher candidates, 77 middle level teachers, and 38 middle level principals. The findings suggest there is difference in perceptions between the three groups concerning professional preparation. Teacher candidates, practicing teachers, and principals described effective teaching in similar ways; however, principals and practicing teachers described practice-oriented characteristics while teacher candidates focused on theory. Concerning professional preparation, teacher candidates and practicing teachers perceived themselves to be better prepared than their principals did.

Authors

• Shawn A. Faulkner, Northern Kentucky University

• Chris Cook, Northern Kentucky University

• Penny B. Howell, University of Louisville