Teachers' Perception of Evidence-Based Practices Infused in the Curriculum of Their Graduate Preparation Program

• In Event: 67.068 - MTCC Roundtable Session 32
  In Roundtable Session: 67.068-11 - Critical Educator Praxis

Abstract

This study evaluated the perceptions of graduates on the effectiveness of their preparation program that incorporated evidence-based practices (EBPs) and how their training assisted them in becoming qualified teachers in their certification areas. Seventeen graduates participated in the study where they engaged in a mini-focus group to discuss their perceptions of the training they received, and completed questionnaires about their use of 45 specific EBPs in the classroom. The results revealed that the revised curriculum equipped graduates with necessary evidence-based tools to meet the needs of diverse learners, including those with disabilities. Results also indicated that the majority of participants used EBPs in their classrooms regularly, and that graduate perceptions of their preparation programs were generally favorable.

Authors

• Su-Je Cho, Fordham University

• Kathleen Doyle, Fordham Graduate School of Education

• Holly Rittenhouse, Fordham University