The Devil’s in the Details: Exploring the Characteristics of Teacher Preparation Programs That Predict Early-Career Teacher Preparedness

• In Event: Roundtable Session 18
  In Roundtable Session: A Global Examination of Teacher Preparation

Abstract

New teachers need to be well prepared with the confidence, dispositions, and skill sets to succeed. Internships are recognized as an essential component of this preparation, however a review of literature suggests investigations into the distinct components of effective programs remain limited. This study examines how well route to licensure, program faculty interaction, program characteristics, and internship placement predict preparedness to teach for early-career teachers. Regression analyses indicated that the most important factors predicting early-career teachers’ preparedness include programs that emphasized teaching in high-poverty schools as well as faculty who encouraged candidates to evaluate and reflect on their practice, modeled effective instructional strategies and understood the practical realities of teaching in the schools (R2=0.336, F(20, 948)=12.848, p< .0001).

Authors

• Karina R. Clemmons, University of Arkansas at Little Rock

• Amanda L. Nolen, University of Arkansas at Little Rock