Impact of pre-service student teaching experience on urban school teachers.

Impact of pre-service student teaching experience on urban school teachers. A total of 204 K- 12 teachers were surveyed for the purpose ofinvestigating the effect of pre-service student teaching onteachers' career goals, affective affective/af��fec��tive/ (ah-fek��tiv) pertaining to affect. af��fec��tiveadj.1. Concerned with or arousing feelings or emotions; emotional.2. measures and classroom teaching.The study also explored whether different levels of supervision ofstudent teaching may have had different effects on teachers"personal and professional aspects of their job, and in what areas thepre-service student teaching experience was helpful in their teaching.Among new teachers, those who had student teaching experience had asignificantly higher level of job- satisfaction than those who did nothave student teaching experience. Teachers who had student teachingtended to show a higher level of confidence in their ability to changestudent learning in positive ways. Teachers indicated that making apositive impact on students was the most important job factor in theirdecision to remain in teaching. Among those who had student teaching,the amount of direct supervision they received during student teachingwas significantly associated with teachers" desires to remain inteaching. Teachers indicated lesson planning as the most helpful areaand building professional relationships as the least helpful area inwhich they received help from student teaching. ********** Chapman CHAPMAN. One whose business is to buy and sell goods or other things. 2 Bl. Com. 476. and Green (2001) in their study on teacher credentialing Credentialing is the administrative process for validating the qualifications of licensed professionals, organizational members or organizations, and assessing their background and legitimacy. program graduates identified attrition AttritionThe reduction in staff and employees in a company through normal means, such as retirement and resignation. This is natural in any business and industry.Notes: as being linked to teacher'spre-service experience. Traditionally, student teaching is a componentof pre-service training. Many alternative teacher preparation programs,such as university and school district intern intern/in��tern/ (in��tern) a medical graduate serving in a hospital preparatory to being licensed to practice medicine. in��ternor in��ternen. programs, allow candidatesfor permanent certification to begin regular contracted teachingassignments before they complete their supervised su��per��vise?tr.v. su��per��vised, su��per��vis��ing, su��per��vis��esTo have the charge and direction of; superintend.[Middle English *supervisen, from Medieval Latin student teaching.Further, student teaching experience is often very different from whatteachers may face during their first year in the classroom. Using datafrom a study of teachers by the Northwestern north��west?n.1. Abbr. NW The direction or point on the mariner's compass halfway between due north and due west, or 45�� west of due north.2. An area or region lying in the northwest.3. State University(Louisiana Louisiana(ləwē'zēăn`ə, lē'–), state in the S central United States. It is bounded by Mississippi, with the Mississippi R. ), Marlow Marlow is the name of: PlacesUnited Kingdom Little Marlow, Buckinghamshire Marlow, Buckinghamshire Marlow F.C., a football club in Buckinghamshire Marlow United F.C. and Inman Inman is a surname, and may refer to: Arthur Crew Inman Bobby Ray Inman Clayton Inman Florence Elsie Inman Henry Inman Jerry Inman Joe Inman John Inman John Inman (golfer) P. (1994) found that more than one-third ofteachers found their first year in the classroom to be "adisappointment or surprise, and not what they had expected"(p.282). This leads to the question of the effectiveness of pre-servicestudent teaching: How do pre-service student teaching experiencesinfluence teachers' career goals and teacher efficacy efficacy/ef��fi��ca��cy/ (ef��i-kah-se)1. the ability of an intervention to produce the desired beneficial effect in expert hands and under ideal circumstances.2. ? And how doesit help prepare pre-service teachers for their classroom teaching? Purpose of the study The purpose of the study was to investigate whether teachers withpre-service teaching experience (student teaching) have different careergoals or sense of efficacy than those without the student teachingexperience; and whether they were more likely to stay in the teachingprofession than their counterparts who did not do student teaching priorto entering the classroom, particularly for new teachers with five orless years of teaching experience. The study also explored whetherdifferent levels of supervision of student teaching may have haddifferent effects on teachers' personal and professional aspects oftheir job, and in what areas the pre-service student teaching experiencewas helpful in their teaching. Research Questions The research questions are as follows: 1. Was having had student teaching experience related to thecredentialing status of new teachers (teachers with five or less yearsof teaching)? 2. Did pre-service student teaching experience influence teacherefficacy, job-satisfaction, enjoyment The exercise of a right; the possession and fruition of a right or privilege. Comfort, consolation, contentment, ease, happiness, pleasure, and satisfaction. Such includes the beneficial use, interest, and purpose to which property may be put, and implies right to profits and income in classroom teaching, andconfidence level in their ability to impact student learning in positiveways? 3. Did student teaching and the amount of direct supervision duringstudent teaching have any long-term Long-termThree or more years. In the context of accounting, more than 1 year.long-term1. Of or relating to a gain or loss in the value of a security that has been held over a specific length of time. Compare short-term. impact on new teachers' goal toremain in classroom teaching or stay in the teaching profession? 4. Were there differences in personal/ professional aspects ofteaching based on the level of supervision they received during studentteaching? 5. And in what areas of teaching was student teaching experiencehelpful in their own classroom teaching? Theoretical Framework The National Center for Education Statistics The National Center for Education Statistics (NCES), as part of the U.S. Department of Education's Institute of Education Sciences (IES), collects, analyzes, and publishes statistics on education and public school district finance information in the United States; conducts studies (1997) released astudy which cited student behavior and lack of student motivation as themain reason for teachers leaving the teaching profession, as given byone-third of a sample of dis-satisfied teachers. In other research,teachers cited lack of supportive supportiveadjective Pertaining to a Pt management philosophy in which only the Sx of a particular condition are treated; supportive measures are often taken when no specific and/or effective therapy is available or accessible–eg, viral meningitis, or professional relationships as a reasonfor being dissatisfied dis��sat��is��fied?adj.Feeling or exhibiting a lack of contentment or satisfaction.dis��satis��fied with the profession (Evans Ev��ans, Herbert McLean 1882-1971.American anatomist who isolated four pituitary hormones and discovered vitamin E (1922). & Johnson 1990;Fore, Martin, & Bender, 2002; Madsen Madsen may refer to: Mark Madsen - US-American basketball player Michael Madsen - US-American actor Peter Madsen - Danish footballer Virginia Madsen - US-American actress Wayne Madsen - US-American author and journalist & Hancock, 2002). Amongmusic teachers who stayed in teaching, Madsen and Hancock (2002)identified them to desire professional development. What are the reasons for leaving or staying in the teachingprofession? And does pre-service teacher training affect their decision?Cegelka & Alvarado Al��va��ra��do? , Pedro de 1485-1541.Spanish general and colonial administrator who took part in the conquest of Mexico and became governor of Guatemala (1530). (2000) showed that in special education, teacherinterns This article or section is written like an .Please help [ rewrite this article] from a neutral point of view.Mark blatant advertising for , using . were more likely to remain in teaching if they had frequenttraining and support from a mentor Mentor, in Greek mythologyMentor(mĕn`tər, –tôr'), in Greek mythology, friend of Odysseus and tutor of Telemachus. . Cohen cohenor kohen(Hebrew: “priest”) Jewish priest descended from Zadok (a descendant of Aaron), priest at the First Temple of Jerusalem. The biblical priesthood was hereditary and male. , Peters, and Willis Wil��lis, Thomas 1621-1675.English anatomist and physician known for his studies of the nervous system and the brain. He discovered the circle of Willis at the base of the brain. (1976)found that teachers' beliefs and preferences with respect toclassroom instruction were influenced by their student teachingexperience. Pre-service physical education teachers indicated a need for"reliable support and guidance" that would help them to facethe challenges as teachers (Rikard & Knight knight,in ancient and medieval history, a noble who did military service as a mounted warrior.The Knight in Ancient HistoryIn ancient history, as in Athens and Rome, the knight was a noble of the second class who in military service had to , 1997). According to according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. Tjeedrdsma (1998), pre-service teacher trainingprograms offer university supervisors or cooperating teachers theopportunity to provide, intervention A procedure used in a lawsuit by which the court allows a third person who was not originally a party to the suit to become a party, by joining with either the plaintiff or the defendant. , and support pre-service teachersthat would otherwise experience difficulties in the classroom.Pre-service teachers receive encouragement, support, and constructive (mathematics) constructive - A proof that something exists is "constructive" if it provides a method for actually constructing it. Cantor's proof that the real numbers are uncountable can be thought of as a *non-constructive* proof that irrational numbers exist. feedback and ideas from effective cooperating teachers who have hadadequate preparation for their role as trainers of pre-service studentteachers (Rikard & Knight, 1997; Giebelhaus & Bowman, 2002).Pre-service teachers' beliefs were found to be influenced by the"lethargical attitude toward teaching science by in-service/ mentorteachers" (Plourde, 2002a). According to Rikard & Veal'sstudy (1996) many supervising/cooperating teachers had little or noformal preparation for their role in working with student teachers.Supervising/cooperating teachers cited their own student teaching as the"strongest influence (both positive and negative) on their learningto teach" (Richardson- Koehler Koehler is a transliteration of the German surname K?hler, referring to a man making coal from wood, and may refer to: Arthur Koehler, American investigator Don Koehler, tallest man in the world in 1940 Jim Koehler, professional monster truck driver , 1988) and that their own paststudent teaching experiences were their models for their roles ascooperating teachers (Koerner, 1992; Richardson-Koehler, 1988; Rikard& Veal veal,flesh of a calf from two to three months old weighing usually less than 300 lb (135 kg). The locomotion of the veal calves is often restricted, and they are fed a real or synthetic milk that is high in protein and low in iron; this produces the desired , 1996). In a study of student teachers, Turley Turley may refer to one of the following: PeopleBob Turley, baseball pitcher Brian Turley, guitarist with Headrush Helen Turley, winemaker Jack Turley, drummer with The Fight James S. (1999) found that universitysupervisors identified students who were having trouble with the studentteaching assignment by the fourth week into the program, and two-thirdsof pre-service teachers who had problems with their student teachingassignments at the beginning were able to successfully complete theirassignment after having received assistance. Richardson-Koehler (1988)observed ob��serve?v. ob��served, ob��serv��ing, ob��servesv.tr.1. To be or become aware of, especially through careful and directed attention; notice.2. that over the course of a semester se��mes��ter?n.One of two divisions of 15 to 18 weeks each of an academic year.[German, from Latin (cursus) s during student teaching thestudent teachers' concerns shifted their focus from "thesurvival mode-getting through the day" in the beginning of teachingto a more long-term planning mode for their classroom preparation andcareer. On the contrary, some research question the benefit and potentialinfluence of student teaching. In a study of the development of teachingskills in pre-service student teachers, Dennis Dennis is a male first name derived from the Greco-Roman name Dionysius meaning "servant of Dionysus", the Thracian god of wine, which is ultimately derived from the Greek Dios (Διος, "of Zeus") combined with Nysos or Nysa (Νυσα), where the (1976) found thatincreased time spent doing classroom student teaching did not improveteaching skills. Pre-service teachers who completed an eight-weekstudent teaching assignment had teaching skills that were comparable tothose who had completed sixteen weeks of student teaching. Fuller (1969)identified concern with the self, the task of teaching, and the impacton student learning as progressive stages of teacher development. In ananalysis of student teachers. Smith (2000) found that current studentteachers were not yet concerned with their impact on student learning.In a study on science education, Plourde (2002b) found that pre-serviceteachers were less confident that they could change student learningoutcomes after doing student teaching than they had been prior to doingstudent teaching. Personal characteristics have been linked to pre-service teacherattitudes and factors related to teaching as well. Plourde (2002a) foundthat student teachers' own experiences as elementary elementary/el��e��men��ta��ry/ (el?e-men��tah-re) not resolvable or divisible into simpler parts or components. elementarynot resolvable into simpler parts.elementary body1. , and highschool students are a factor involved in beliefs about teaching science.Pigge Pigge or Lapigge is a village in the Italian province of Perugia in east central Umbria, stretching from the plain of the Clitunno river up the lower SW flank of Mt. Serano, at 297m above sea-level. and Marso (1987) found that gender was a predictor in changes inanxiety levels in pre-service teachers between the beginning and end ofstudent teaching. Anxiety toward teaching as a career was lower forfemales, but had not changed for males, after completion of studentteaching. Method A questionnaire questionnaire,n a series of questions used to gather information.questionnaire,n a form usually filled out by patients that provides data concerning their dental and general health. was developed containing items to measure variousaspects of teaching and teacher attitudes such as teacher confidence andcareer satisfaction, enjoyment of classroom teaching, and teacherefficacy (see Appendix appendix,small, worm-shaped blind tube, about 3 in. (7.6 cm) long and 1-4 in. to 1 in. (.64–2.54 cm) thick, projecting from the cecum (part of the large intestine) on the right side of the lower abdominal cavity. A for the survey instrument). Two hundred andfour (204) K-12 teachers were surveyed. Of them, 44.6% were male and55.4% were female. Ethnically, 35.6% were Hispanic HispanicMulticulture A person of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race Social medicine Any of 17 major Latino subcultures, concentrated in California, Texas, Chicago, Miam, NY, and elsewhere , 36.6% White, 13.9%Asian, and 5.4% were Black. Classroom teaching experience ranged fromone to thirty-six years, with an average of 10.49 (SD=9.29) years ofexperience. Participants answered questions about whether or not theyhad had student teaching prior to classroom teaching, the type ofsupervision they received during their student teaching, and in whatways student teaching helped them in different area of classroomteaching, both personally and professionally. They provided personalinformation that included income, years of teaching experience, teachercredential credentialverb To determine or verify titles, qualifications, documents, completion of required training, and continuing education, in those persons who function in a professional or official capacity–eg, ER physician, neurosurgeon, etc. Cf Credentials. status, and career goals. Teachers were employed at various grade levels at four schoolslocated in the same student attendance zone in an urban area. Themajority of students attending these schools were from low-income low-in��comeadj.Of or relating to individuals or households supported by an income that is below average. households, and were mainly Hispanic. Others included those of Asian andBlack descent descent,in anthropology, method of classifying individuals in terms of their various kinship connections. Matrilineal and patrilineal descent refer to the mother's or father's sib (or other group), respectively. . Data analyses involved comparing responses of teachers who hadpre-service student teaching experience to those who did not havestudent teaching experience prior to entering the classroom through meancomparisons and cross tabulations A cross tabulation (often abbreviated as cross tab) displays the joint distribution of two or more variables. They are usually presented as a contingency table in a matrix format. . Further analyses compared percentsand ranking from teachers with student teaching experience based on thefrequency of the supervision they received during student teaching. Results Descriptive Analysis Among teachers surveyed, 49% reported having completed studentteaching as a pre-service teacher and 51% reported not having completedstudent teaching prior to becoming a teacher as shown in Figure 1. Andamong teachers who had student teaching, 44.8% had some classroomteaching prior to student teaching and 52.2% had no classroom teachingexperience (see Figure 2). [FIGURES 1-2 OMITTED] Data Analysis Teachers who had student teaching were asked to indicate differentlevels of supervision they received during their training as"Supervision at all times," "Daily,""Weekly," "Monthly/bimonthly," or "Nosupervision." Among the 99 teachers who had student teaching themajority (67.7%) of them received supervision at all times or daily asshown in Table 1. Student teaching and credential status. A cross tabulation tablewas created to see teacher's credential status by student teachingexperience for new teachers (teachers with five or less years ofteaching experience). As shown in Table 2, a significantly higherpercentage of teachers who had student teaching had acquired acredential (81.8%) and only 38.6% of those who did not have studentteaching were fully credentialed cre��den��tial?n.1. That which entitles one to confidence, credit, or authority.2. credentials Evidence or testimonials concerning one's right to credit, confidence, or authority: [[X.sup.2]= (2, N=79) =11.917, p <.00]. Student teaching and affective measures: satisfaction, efficacy,enjoyment, and confidence level. Teachers were asked to rate, on a sixpoint Likert scale Likert scaleA subjective scoring system that allows a person being surveyed to quantify likes and preferences on a 5-point scale, with 1 being the least important, relevant, interesting, most ho-hum, or other, and 5 being most excellent, yeehah important, etc (0 = not at all. 5 = very much) their levels ofteacher satisfaction, efficacy, enjoyment in classroom teaching. Theirmeans were compared between by those who had student teaching and thosewho did not have student teaching. For all teachers overall, the meansfor satisfaction and efficacy levels showed a higher trend for those whohad student teaching but significantly different in all three areasmeasured: job satisfaction, efficacy, and enjoyment of classroomteaching (see Table 3). However, among new teachers those who hadpre-service student teaching showed a significantly higher level of jobsatisfaction (p<.10) than those who did not have pre-service studentteaching. There was no significant difference in feelings of efficacy orenjoyment of classroom teaching between the two groups of new teachers. Teachers were asked to rate their levels of confidence to thequestion: "How confident are you that you can change studentlearning in positive ways?" on a 4 point Likert scale (0 = not atall, 3 = very confident). As reported in Table 4, there was a highermean (2.08) for those who had student teaching than those who did nothave student teaching (1.97), but the mean difference was notstatistically significant. Similarly, when teachers were asked thefollowing question: "To what extent do you feel factors beyond yourcontrol influenced your confidence to impact student learning?" itwas expected that those who had pre-service student teaching would showa lower mean than those who did not have student teaching because alower number would indicate that they are in better control of theirconfident. As expected, those who had student teaching tended to show alower mean (1.56) than those who did not have student teaching (1.60).These trends held true for the new teachers as well. There weretendencies for those with student teaching to be more confident but notsignificantly. Student teaching and career goals. Teachers career goals, in termsof their plan to remain in classroom teaching, was cross tabulated To analyze and summarize data. A common example is summarizing the details from database records and placing them into a spreadsheet. The following example places the details of order records into summary form. bystudent teaching for new teachers in Table 5 (see Table 5). The resultsindicated that for new teachers there was no significant difference inthe teachers' goals to stay in teaching by whether they had studentteaching or not prior to teaching [[X.sup.2] (1, N=79) = .056, p=.812].When new teachers who had student teaching were looked at separately inTable 6, the level of supervision they received during student teachingdid not show a relationship to their decision to remain in teaching (seeTable 6). However, when all teachers with student teaching were analyzed an��a��lyze?tr.v. an��a��lyzed, an��a��lyz��ing, an��a��lyz��es1. To examine methodically by separating into parts and studying their interrelations.2. Chemistry To make a chemical analysis of.3. based on the level of supervision they received, the results showed thatthere was a change in the percent of those who planned to remain in theteaching profession by the levels of supervision they received (seeTable 7). Among the 67.7% of teachers who indicated they would remain inteaching profession, 70% had received supervision at all times or daily,and only 30% of the teachers received supervision monthly/bimonthly orhad no direct supervision. Looked at another way, among those who had direct supervision atall times 69.9% of the teachers indicated they plan to remain inclassroom teaching. And 71.4% and 90.9% of those who were undersupervision daily and weekly indicated that they plan to remain in theteaching profession, respectively. Only 54.5% of the teachers who wereunder no direct supervision, and 40% of those who had monthly/bimonthlysupervision during student teaching indicated they plan to remain inclassroom teaching [[X.sup.2] (12, N=198) = 18.69, p=.09]. For all andnew teachers whether they had some classroom teaching prior to studentteaching or not was not a deciding factor in their decision to remain inteaching [[X.sup.2] (1, N=80) = .074, p=.786]. However, for teachers whohad student teaching, their decision to remain in teaching was relatedto the level of supervision they received. The teachers were asked more specifically about the number of yearsteachers plan to stay in the teaching profession. An independencesamples t-test t-test,n an inferential statistic used to test for differences between two means (groups) only. This statistic is used for small samples (e.g.,N t-ratio, stu-dent's t. was performed to compared the average (see Table 8). Theresults showed that the mean for those with teaching experience was 4.45(SD=.605, n=20), and the mean for those with student teaching experiencewas 4.26 (SD=.858, n=53, based on five categories [1 = 1 to 2 years. 2 =up to 3 years. 3 = up to 5 years, 4 = 10 or more years, and 5 ="until I retire retirev. 1) to stop working at one's occupation. 2) to pay off a promissory note, and thus "retire" the loan. 3) for a jury to go into the jury room to decide on a verdict after all evidence, argument and jury instructions have been completed. ;" t(73) = - .887, p>.05]. Among newteachers (age mostly ranging from 26-35), 95% of those with studentteaching experience indicated that they plan to stay in the teachingprofession 10 or more years or "until I retire" (50% said theyplan to stay in the teaching profession until they retire) while 86.8%(45% said they plan to stay in the teaching profession until theyretire) of those without student teaching experienced indicated the sameplan (see Figure 3). Although these percents or the means were notsignificantly different, the teachers with student teaching experiencetended to show a higher percentage and means for their goals to stay inteaching. [FIGURE 3 OMITTED] Reasons other then student teaching for teacher retention. Teacherswere asked to rank the top five job-related factors that they felt haveinfluenced their decision to remain a teacher including studentteaching. Among those who indicated that they will maintain theirteaching credential A United States teaching credential is a basic multiple or single subject credential obtained upon completion of a bachelor's degree and prescribed professional education requirements. and remain a classroom teacher for their entirecareer, the data showed in Table 9 that for all teachers including newteachers "Enjoying working with students" and"Challenging and interesting work" as the top two reasonsexcept for new teachers without student teaching. For the new teacherswithout student teaching experience, "Good salary" was animportant factor next to "enjoyment of working with students."The main difference between those who had student teaching and those whodid not have student teaching for all teachers was that "Strongmentor/professional support" ranked high for those who had studentteaching and low for those who did not. The following factors ranked somewhat higher for new teacherscompared to all teachers: "Amount of vacation VACATION. That period of time between the end of one term and beginning of another. During vacation, rules and orders are made in such cases as are urgent, by a judge at his chambers. time,""Convenient hours," "Good salary" and "GoodFringe benefits fringe benefits,n.pl the benefits, other than wages or salary, provided by an employer for employees (e.g., health insurance, vacation time, disability income). ." Factors that ranked the lowest were"parental support" and "personal perks perk?1?v. perked, perk��ing, perksv.intr.1. To stick up or jut out: dogs' ears that perk.2. To carry oneself in a lively and jaunty manner. at schoolsite." Among those with student teaching experience, prior studentteaching experience ranked 7th for all teachers and between 7th and 10thfor new teachers as the factor that influence their decision to stay inteaching. Student teaching and various aspects of teaching. The results inTable 10 shows various personal/professional aspects and different areasof classroom teaching on which the teachers felt they received helpwhile student teaching. The teachers were asked to mark all that applyto the following specific items: confidence in classroom teaching,building professional relationships classroom as Personal/professionalaspects of teaching: lesson planning, management of classroom, andteaching techniques as aspects of classroom teaching. Teachers reportedthat student teaching helped them the most in the area classroomteaching, specifically with lesson planning (average, 74.8%) and theleast in the area of building professional relationships (51.6%) withthe all other items in between. In general the percentage of overall help teachers felt theyreceived increased as the amount of direct supervision increased acrossall items and on average. The percentages were most high for those whowere under supervision at all times, followed by daily and weekly, andthe percentages noticeably no��tice��a��ble?adj.1. Evident; observable: noticeable changes in temperature; a noticeable lack of friendliness.2. Worthy of notice; significant. dropped to 50% or below for those whoreceived monthly/bimonthly or no direct supervision. For example, it wasmost noticeable for the area of confidence in the classroom teaching.Almost all teachers (91.9%) who had direct supervision at all times and90.9% of those who had supervision daily and 89.9% of those who hadweekly supervision said that student teaching helped them to build theirconfidence level in classroom teaching, whereas only 40% of those whohad monthly/ bimonthly bi��month��ly?adj.1. Happening every two months.2. Happening twice a month; semimonthly.adv.1. Once every two months.2. Twice a month; semimonthly.n. pl. supervision indicated that student teachinghelped them in the area. Among those who were under supervision at all times, teachersindicated that they received the least help with Building professionalrelations (61.8%). Teachers seemed to have been more affected personallyin terms of their confidence level then professionally from directsupervision. Their confidence level may have affected other areas ofteaching in general. And the reason for the low percentage in buildingprofessional relations is probably due to the fact that professionalrelations probably occurred after and not during student teaching. In the area of classroom teaching, 95.3 % of those who were undersupervision at all times reported that student teaching helped them withclassroom management (the most frequently identified area), whereas only50% and 27.3% of those who had monthly/bimonthly or no supervisionduring student teaching reported that student teaching helped them inthe area, respectively. The areas of lesson planning and teachingtechniques showed similar results. Discussion and Conclusion In summary, those who had student teaching experience seemed toshow higher levels of confidence in improving student learning,satisfaction with their teaching career, and a higher sense of teacherefficacy. For new teachers, there was a significantly higher level ofjob satisfaction than those who did not have student teaching and asignificantly more number of fully credential teachers. Also for new teachers, student teaching and the amount ofsupervision they received during student teaching were not a factor intheir decision to remain in teaching. This was also true for the twogroups of teachers, some with classroom teaching experience duringstudent teaching and those without the experience during studentteaching. As measured by their career goals, those who received pre-servicesupervision at all times planned to stay in the profession longer. Theseresults are consistent with Cegelka & Alvarado's (2000) studythat showed that their sample of special education teacher interns intheir study were more likely to remain in teaching if they had frequenttraining and support from a mentor. Possible explanations for the relationship between student teachingand their career goal may be that they have had a more structured andbalanced introduction to the profession during student teaching thatincluded more time and guidance which exposed them to more auxiliary auxiliaryIn grammar, a verb that is subordinate to the main lexical verb in a clause. Auxiliaries can convey distinctions of tense, aspect, mood, person, and number. service staff (school psychologists This list includes notable psychologists and contributors to psychology, some of whom may not have thought of themselves primarily as psychologists but are included here because of their important contributions to the discipline. , counselors, librarians This is a list of people who have practised as a librarian and are well-known, either for their contributions to the library profession or primarily in some other field. , etc.),administrators, and supportive teachers. As a result of student teachingteachers may have had more contacts and be aware of more resourceswithin the education community. They may also have been introduced toopportunities in professional growth. Working side-by-side with acooperating teacher, the pre-service teacher may not have felt isolatedas a teacher thrown into the classroom on his or her own. The results also indicated that when teachers were asked to rankthe most important job-related factors that teachers felt haveinfluenced their decision to remain a teacher, they indicated moreimpending im��pend?intr.v. im��pend��ed, im��pend��ing, im��pends1. To be about to occur: Her retirement is impending.2. reasons other than the student teaching experience. Studentteaching experience was generally ranked at 7th or lower in the order ofimportance. Even for those who had student teaching, the primary reasonsfor their decision to stay in teaching was generally because they enjoyworking with students or they felt the job was challenging andinteresting work. For new teachers regardless of whether they hadstudent teaching or not and for teachers in general who did not havestudent teaching, a strong mentor/professional support during teachingwas an important factor regardless of whether they had student teachingor not. For teacher who had no student teaching, good salary was also animportant reason for staying in teaching. This shows that although thelevel of supervision was a factor in their decision to remain inteaching, there are other impending current reasons that are importantin keeping the decision to remain a teacher. Teachers reported that student teaching helped them the most interms of classroom management skills, followed by teaching techniques.Regarding the personal aspect of teaching as defined by their confidencelevel in classroom teaching, it increased significantly with higherlevels of supervision. It may be possible that this increase inconfidence may have an effect on the other aspects of teaching that weremeasured. There was a direct relationship between the amount of supervisionreceived and the percentages of teacher that indicated they receivedhelp through student teaching in personal/professional aspects as wellas in the areas of classroom teaching. This seems to imply that the moresupervision is provided the more effective the student teaching programwould be. This result seems to contradict con��tra��dict?v. con��tra��dict��ed, con��tra��dict��ing, con��tra��dictsv.tr.1. To assert or express the opposite of (a statement).2. To deny the statement of. See Synonyms at deny. Dennis' (1976) earlierfinding which showed that increased time spent doing classroom studentteaching did not improve teaching skills. Although teaching skills werenot measured teachers in this seems to indicate a strong relationshipbetween the frequency of supervision during student teaching and variousaspects of classroom teaching. The greatest increase in the percentoccurred between weekly and bimonthly/monthly supervision which maysuggest that all credentialing programs consider providing a minimum ofweekly supervision. Lesson planning may have been identified as the most helpful areaof benefit; it may have been the most accessible, but not the mostessential, help. Lesson planning can occur with or without studentspresent, so it is not surprising that cooperating teachers, regardlessof their availability, found time to help student teachers planclassroom instruction. The availability of a cooperating teacher maylimit their helpfulness to aspects of teaching such as lesson planningthat are not part of the instructional day that can be observed withoutstudents present. On the professional level building professional relationships wasrated the lowest among the areas measured regardless of different levelsof supervision. This result may reflect a culture of isolation in theteaching profession. Teachers may not have had an opportunity, trainingor time to work with colleagues on improving instruction at the time ofstudent teaching and may not recognize the benefits of long termcollaboration Working together on a project. See collaborative software. . Limitation and future study The study looked at the amount of supervision on various aspects ofteachers, but not the actual substance of supervision. Rikard & Veal(1996) described cooperating teachers as willing and desiring to workwith student teachers, but as "limited in their skills to doso" (p. 292). It is difficult to ensure that pre-service orfirst-year adj. 1. Being in the first year of an experience especially in a U. S. high school or college; - of a person.Adj. 1. first-year - used of a person in the first year of an experience (especially in United States high school or college); "a teachers get the support they need unless those who providethat support have been trained to do so. A future study may be in orderwhich focuses on the different terms of supervisors' role andstudent teachers' interaction with the supervisors. Also, this study does not address student achievement. Pre-servicestudent teaching was measured only in terms of factors related toteacher issues and their confidence level in improving student learning,but not student outcomes. A follow-up follow-up,n the process of monitoring the progress of a patient after a period of active treatment.follow-upsubsequent.follow-up plan study could include results ofstudent teaching on student achievement. In terms of the population of pre-service teachers this studyincluded only those who entered teaching upon completion of studentteaching and those who did not complete student teaching. Those whocompleted student teaching but elected e��lect?v. e��lect��ed, e��lect��ing, e��lectsv.tr.1. To select by vote for an office or for membership.2. To pick out; select: elect an art course. not to enter teaching were notpart of the sample. On the other hand, the teachers in the sample whodid their student teaching concurrently con��cur��rent?adj.1. Happening at the same time as something else. See Synonyms at contemporary.2. Operating or acting in conjunction with another.3. Meeting or tending to meet at the same point; convergent. with their first teachingassignment may have felt they had too much invested to change theircareer path. This may imply that the quality of the beginning ofteaching may be a key to retaining teachers, not their student teachingexperience. Future research needs to focus on those who did student teachingbut never entered the classroom. If we grouped together all teachers whodecided to leave the profession after their first classroom experience,regardless of whether it was student teaching or full time teaching,other factors could be considered in which case student teaching may notbe the issue at all. Rather the quality of support during the initialclassroom experience may make all the difference. Comparing responsesfrom new teachers after the first semester, whether it be after contractservice or student teaching, would allow us to compare second yearteachers without student teaching, but with a strong support network, tothose who had pre-service student teaching. As was the case in thisstudy, student teaching was not the only indicator IndicatorAnything used to predict future financial or economic trends.Notes:In the context of technical analysis, an indicator is a mathematical calculation based on a securities price and/or volume. The result is used to predict future prices. for staying in theprofession. Plourde (2002a) showed that pre-service teachers' beliefs wereaffected by their mentors' attitudes. This suggests that thepersonality of a mentor is also a factor in forming new teachers'attitudes. Other factors may include teacher personality, type of schooland setting, quality of teacher induction Induction (educator)Induction is the support and guidance provided to novice teachers and school administrators in the early stages of their careers. Induction encompasses orientation to the workplace, socialization, mentoring, and guidance through beginning teacher program, and/or and/or?conj.Used to indicate that either or both of the items connected by it are involved.Usage Note: And/or is widely used in legal and business writing. administrativesupport. Recommendation Many alternative teacher education programs are in existence andoffer various levels of pay and supervision which waive To intentionally or voluntarily relinquish a known right or engage in conduct warranting an inference that a right has been surrendered.For example, an individual is said to waive the right to bring a tort action when he or she renounces the remedy provided by law for such the traditionalpre-service student teaching requirements. It is recommend that theseprograms be explored in terms of how their support for new teachers inthe alternative programs compare with support for pre-service studentteachers in the traditional credentialing programs. This study suggests that pre-service student teaching is animportant factor in job satisfaction for beginning teachers andretaining teachers in the field of education. This implies (logic) implies - (=> or a thin right arrow) A binary Boolean function and logical connective. A => B is true unless A is true and B is false. The truth table isA B | A => B ----+------- F F | T F T | T T F | F T T | TIt is surprising at first that A => theimportance of student teaching especially for those who will enter urbanteaching environments. The study also suggests a need to consider thequality of pre-service teaching, particularly in terms of supervision,as an issue that must be addressed in improving teacher trainingprograms. Based on the study, in order to retain teachers, we need to lookseriously at the amount of supervision they received in either thetraditional or the alternative teacher credential programs. Adequatelysupervised teachers seemed to have gotten the support they needed as ateacher, both personally/professionally and in their classroom. Teacherswith the most support reported being most confident in and satisfiedwith teaching. Well-trained, confident, and effective teachers are undoubtedlyrelated to student achievement. Therefore quality of teacher trainingprograms with adequate level of supervision must be a priority forteacher credentialing programs. Appendix QUESTIONNAIRE 1) How many years have you taught, not counting the current year?-- (Mark "0" if you are a preservice teacher) 1a) If you are not currently a classroom teacher, how many yearshave you been away from the classroom?-- 2) What is your gender? --Male --Female 3) What grade levels have you taught during your career? (mark allthat apply) --None (Pro service Teacher) --K-5 --6-8 --9-12 4) If you are an elementary teacher, what grade do you currentlyteach?-- If you are a secondary teacher, what subject do you currentlyteach?-- 5) What is your ethnic origin? -- 6) Are you a fully credentialed teacher? --Yes --No If No, what is your credential status?-- 7) What is your age range? --0-25 --46-55 --26-35 --56 and over --36-45 8) What is your salary range? ... --$20,000-$29,999 --$40,000-$49,999 --$60,000 and over --$30,000-$39,999 --$50, 000-$59,999 9) How many years do you plan on staying in the teachingprofession? --1-2 years --10 or more years --Up to 3 years --Until I retire --Up to 5 years 10) Which of the following is your career goal in teaching? --Maintain a teaching credential and remain a classroom teacher formy entire career --Maintain a teaching credential as a springboard into anadministrative position --Maintain a teaching credential and remain a teacher until I amoffered a job outside the field of education --Other:-- 11) Rank the following 7 factors in order of how important they areto you as a teacher (with 1 being most important and 7 being leastimportant) --Being adequately compensated compensated/com��pen��sat��ed/ (kom��pen-sa?tid) counterbalanced; offset. for my work --Good student behavior --Being respected as a teacher --Good parental support --Good teacher collaboration --High student academic performance --Making a positive impact in students' lives If you are a PRE-SERVICE teacher, please skip to item # 24 on page4 12) Did you do student teaching before you became a teacher? --Yes --No If you answered YES to #12, please continue to question #13. If you answered NO to #12, please slap to question #16. 13) Had you had classroom teaching prior to student teaching? --Yes --No 14) Check which best describes your student teaching experience. --I was under direct and constant supervision of a master teacher(the master teacher was with me in the classroom at all times). --I was under direct supervision on a daily basis, but the masterteacher was not with me in the classroom all day. --I was observed on a weekly basis. --I was observed on a monthly or bimonthly basis. --I received no direct supervision at any time. 15) How did your student teaching experience help you as a teacher?(mark all that apply) --I learned useful instructional techniques. --It has helped me with my classroom management skills. --It gave me a sense of confidence in the classroom. --I began to build professional relationships. --It helped me plan and prepare my lessons. --Not Applicable --Other:-- 16) How many times have you changed schools since you first beganteaching? --None --Once --Twice --Three --Four or more 17) If you have ever transferred or changed schools, what were yourreasons? (mark only those that apply in rank order, with 1 being theprimary reason) --Lack of administrative support --New school is closer to home --Lack of parental support --Relocation --Conflict with peers --Reduction in force --Advancement --Not Applicable --Other:-- --Other:-- 18) How satisfied are you with your teaching career presently?(circle your answer) 0 1 2 3 4 5 Not at all Very Much 19) How effective do you feel when you are in the classroom? 0 1 2 3 4 5 Not at all Very Much 20) How much do you enjoy the classroom teaching aspect of yourcareer? 0 1 2 3 4 5 Not at all Very Much 21) What school activities are you involved in? (mark all thatapply) --Committee Work (SBM SBM - Solution Based Modelling , LEARN, Faculty Staff Association, ...) --Union representative/officer --Athletic coach --Faculty sponsor (student council, yearbook, ...) --Working during vacation/off-track/after school --Out of classroom assignments (coordinator, dean, ...) --Involvement in professional educational organizations (AFT, NEA NEAabbr.1. National Education Association2. National Endowment for the ArtsNEA(US) n abbr (= National Education Association) → Verband f��r das Erziehungswesen ,etc.) --Other (please describe)-- 22) What portion of the day, on average, are you involved in theschool activities you marked above? -- 23) Among those activities you mentioned above, which activity is afactor in your overall job satisfaction) (mark all that apply in rankorder, with I being the most important factor) --Committee Work (SBM, LEARN, Faculty Staff Association, ...) --Union representative/officer --Athletic coach --Faculty sponsor (student council, yearbook, ...) --Working during vacation/off-track/after school --Out of classroom assignments (coordinator, dean, ...) --Involvement in professional educational organizations (AFT, NEA,etc.) --Other (please describe)-- 24) To what extent do you feel that factors beyond your controlinfluence your confidence to impact student learning? --Not at all --In a few aspects --In most aspects --Very much 25) How confident are you that you can change student learning inpositive ways? --Not at all --Somewhat confident --Confident --Very confident 26) Choose the 5 most important job-related factors that you feelhave influenced your decision to remain a teacher. (Please rank your 5factors, with I being your most influential factor) --Convenient hours --Good salary --Good fringe benefits (health insurance, life insurance, ...) --Enjoy working with students --Social network/personal friends Personal perks at my school site (access to laptop Same as laptop computer. laptop - portable computer , privileged privilegednot generally available; can be used only by selected persons or substances.privileged informationinformation about a client's animals or business to which the veterinarian has access because of his/her professional parking, materials ..) --Strong mentor/professional support --Relevance and application of my education and training --Challenging and interesting work --Parental support --Amount of vacation time --Student teaching experience --Other:--Table 1 Levels of Supervision ReceivedDuring Student Teaching (N = 204).Levels of Supervision n %Teachers with Student Teaching 99 49% At all times 46 46.5% Daily Supervision 21 21.2% Weekly Supervision 11 11.1% Monthly/bimonthly Supervision 10 10.1% No Supervision 11 11.1%Teacherswithout StudentTeaching Experience 105 51%Total 204 100%Table 2Credential Status by Teaching Experience forNew Teacher (5 or less years of teaching)Student No In Fully TotalTeaching Credential Progress CredentialedNo 1 1.8% 34 59.6% 22 38.6% 57 100% (100%) (89.5%) (55%) (72.2%)Yes 0 0% 4 18.2% 18 81.8% 20 100% (0%) (10.5%) (45.0%) (25.3%)Total 1 1.3% 38 48.1% 40 51% 79 100% (100%) (100%) (100%) (100%)Table 3Teacher Satisfaction, efficacy and enjoyment ofclassroom teaching for all teachers and for newteachers with five or less years of teachingexperience (Scale: 0 = Not at all,5 = Very much) All Teachers N = 190 StudentSelf-Evaluation Teaching Mean SDSatisfaction with Yes 3.74 1.01teachingCareer (+) No 3.65 1.10Teacher Yes 3.94 .77Efficacy (++) No 3.87 .85Enjoyment of Yes 4.25 .84ClassroomTeaching (+++) No 4.30 .94 New Teachers (5 or less years of teaching, n=78)Self-Evaluation Mean SDSatisfaction with 3.82 * 1.01teachingCareer (+) 3.32 1.08Teacher 3.80 .80Efficacy (++) 3.69 .78Enjoyment of 4.33 .73ClassroomTeaching (+++) 4.12 1.04(+) How satisfied are you with yourteaching career presently?(++) How effective do you feel whenyou are in the classroom?(+++) How much do you enjoy theclassroom teaching aspect ofyour career?Table 4 Confidence Level of Teachers he StudentTeaching Experience for All Teachers, andNew Teachers in Particular(Scale: O = Not al all, 3 = Very confident) New Teachers All Teachers (5 or (N =192) less years of teaching, n=16) StudentConfidence Teaching Mean SD Mean SDConfident to Yes 2.08 .65 2.33 .58 Change (+) No 1.97 .78 2.15 .69 Outside Yes 1.56 .83 1.33 .58Factors (++) No 1.60 .86 1.46 .88(+) Confident to Change: "How confident are you thatyou can change student learning in positive ways?"(++) Outside Factors: "To what extent do you feelfactors beyond their control influenced yourconfidence to impact student learning?"Table 5 A Crosstabulation of Teachers'Goals by Student Teaching for New Teachers NotStudent Remain in Remain inTeaching Teaching Teaching TotalYes 32 56.1% 25 43.9% 57 100% (71.1%) (73.5%) (72.2%)No 13 59.1% 9 40.9% 22 100% (28.9%) (26.5%) (27.8%)Total 45 57.0% 34 43.0% 79 100% (100%) (100%) (100%)[[chi square] (1, N=79) = .056, p = .812].Percents in parentheses read down.Table 6Teachers' Career Goals by Level of SupervisionNew Teachers Received During Student Teaching Remain in Not RemainLevels of teaching inSupervision Profession Teaching TotalAt all times 5 57.1% 3 42.9% 7 100% (26.7%) (23.1%) (25%)Daily 2 50.0% 2 50% 4 100% (13.3%) (15.4%) (14.3%)Weekly 1 50.9% 1 50% 2 100% (6.7%) (7.7%) (7.1%)Monthly/ 3 75% 1 25% 4 100%Bimonthly (20%) (7.7%) (14.3%)No direct 5 45.5% 6 54.5% 11 100%supervision (33.3%) (46.2%) (39.3%)Total 15 53.6% 13 46.4% 28 100% (100%) (100%) (100%)Table 7 Crosstabulation of Supervision Teachers ReceivedDuring Student Teaching and Their Plan to Remainin the Teaching Profession Goals Seek Remain in another jobLevels of teaching Change to relatedSupervision profession administration to educationAt all times 32 69.9% 6 13% 1 22.2% (47.8%) (42.9%) (11.1%)Daily 15 71.4% 2 9.5% 3 14.3% (22.4%) (14.3%) (33.3%)Weekly 10 90.9% 1 9.1% 0 0% (14.9%) (7.1%) (0%)Monthly/ 4 40% 2 20% 3 30%Bimonthly (6%) (14.3%) (33.3%)No direct 6 54.5% 3 27.3% 2 18.2%supervision (9%) (21.4%) (22.2%)Total 67 (67.7%) 14 14.1% 9 9.1% (100%) (100%) (100%) Seek a jobLevels of outsideSupervision education TotalAt all times 7 15.2% 46 46.5% (77.8%) (100%)Daily 1 4.8% 21 21.2% (11.1%) (100%)Weekly 0 0% 11 11.1% (0%) (100%)Monthly/ 1 10% 10 10.1%Bimonthly (11.1%) (100%)No direct 0 0% 11 11.1%supervision (0%) (100%)Total 9 9.1% 99 100% (100%) (100%)[[chi square (12, N=198) = 18.69, p = .09]Note. Percents in parentheses read down. Of the peoplewho responded other, many indicated a desire to pursuea career related to education, but not teaching.Support personnel, such as counseling and librarian.Some wanted to teach at university or college level,and some were not sure. Other: University professor,Not sure, Counseling, Retire early and pursue an artcareer. Return to teaching post-secondary. Librarian.Table 8Means Comparison of the Number of Years TeachersPlan to Remain in Teaching Based on a 5 Point Scale(Scale: 1=1 to 2 Years, 2=up to 3 Years, 3=up to5 years, 4=10 or more years, and 5=until 1 retire)Studentteaching Mean SD nYes 4.45 .605 20 t (73)= -.887, p > .05No 4.26 .858 53Table 9The Five Most Important Job-RelatedFactors That Teachers Felt Have InfluencedTheir Decision to Remain a Teacher All Teacheres Student No Student Teaching TeachingFactors Rank RankEnjoy working 1 1with studentsChallenging and 2 2interesting workStrong mentor/ 3 9professional supportRelevance and 4 4application ofmy educationand trainingAmount of 5 5vacation timeConvenient hours 6 6Student teaching 7 N/AexperienceGood fringe 8 7benefits (healthinsurance, lifeinsurance. ...)Good salary 9 3Social network/ 10 8personal friendsParental support 11 11Personal perks at 12 10my school site(access tolaptop, privilegedparking,materials ...) New Teachers Student No Student Teaching TeachingFactors Rank RankEnjoy working 2 1with studentsChallenging and 1 3interesting workStrong mentor/ 7/8/9/10 8professional supportRelevance and 4 6application ofmy educationand trainingAmount of 3 4vacation timeConvenient hours 5 5Student teaching 7/8/9/10 N/AexperienceGood fringe 6 7benefits (healthinsurance, lifeinsurance. ...)Good salary 7/8/9/10 2Social network/ 7/8/9/10 9personal friendsParental support 11 10Personal perks at 12 11my school site(access tolaptop, privilegedparking,materials ...)Table 10Various Personal/Professional Aspects and ClassroomTeaching Areas on which the Teachers Feltthey Received Help from Student Teaching Personal/Professional Aspects Confidence BuildingLevel of inSupervision classroom Professional teaching * Relations *At all times 91.9% 61.8%Daily 90.9% 60.6%Weekly 89.9% 53.8%Monthly/ 40.0% 30.0%bimonthlyNo direct 18.2% 0%SupervisionAverage 66.2% 51.6% Classroom TeachingLevel of ManagementSupervision Lesson of planning * classroom *At all times 88.1% 95.3%Daily 87.8% 73.7%Weekly 83.3% 87.5%Monthly/ 40.0% 50.0%bimonthlyNo direct 0% 27.3%SupervisionAverage 74.8% 66.8% Classroom TeachingLevel ofSupervision Teaching Techniques * AverageAt all times 92.7% 86%Daily 92.7% 81.1%Weekly 85.0% 79.9%Monthly/ 40.0% 40.0%bimonthlyNo direct 36.4% 27.3%SupervisionAverage 69.4% --* Confidence in classroom teaching: "It gave me a senseof confidence in the classroom," Building Professional Relations:"I began to build professional relationship," Less Planning:"It helped me plan and prepare my lessons," Management withclass: It has helped mewith my classroom management skills," Teaching Techniques:"I learned useful instructional techniques." 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