Abstract/Details

Perceptions of new teacher candidates in history/social studies at one public university and the critical choices they face


2004 2004

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Abstract (summary)

This study collected information from 100 student teachers participating in programs at the University of Massachusetts, Amherst between 2001–2004. The data was gathered by using a combination of surveys, interviews, and notes from seminar discussions.

The information about the experiences of these new teacher candidates in the schools was used to determine the critical decisions that student teachers must make each day. The responses have been separated into five areas or spheres of influence. These five spheres are teacher education, school setting, educational policy, teen culture, and individual experience/personality . Each critical decision or choice made by these new teacher candidates was influenced by one or more of these spheres of influence.

Based on the study's findings, five critical choices have been determined, the consideration of which may help student teachers prepare for their experience.

Five critical choices. (1) How to successfully implement classroom management strategies and teaching methods together in the classroom. (2) How to address “high stakes” tests and other standardized testing concerns. (3) How to build productive working relationships with a cooperating teacher and other school colleagues. (4) How to motivate and relate to adolescents. (5) How to manage the stress and uncertainty of the student teaching experience. Listed below are some additional findings from this study that could impact teacher education. (A) Combining classroom management and lesson planning proved to be crucial to successful lessons and to a successful student teaching experience. (B) Understanding one's lesson planning role as it applies to assessment and preparation for standardized tests has become an important component to successful teaching. (C) Nearly all new teacher candidates stated that establishing relationships with students was the most rewarding aspect of their student teaching experience. (D) The majority of new teacher candidates reported that managing stress (combining teaching, college obligations, and a job search) was one of the most difficult aspects of student teaching.

It is hoped that with additional research, teacher education programs can continue to determine how to best prepare new teacher candidates to make the best decisions when faced with these critical choices.

Indexing (details)


Subject
Teacher education;
Secondary education
Classification
0530: Teacher education
0533: Secondary education
Identifier / keyword
Education; History/social studies; Social studies; Student teachers; Teacher candidates; University
Title
Perceptions of new teacher candidates in history/social studies at one public university and the critical choices they face
Author
Hamilton, Andrew D.
Number of pages
104
Publication year
2004
Degree date
2004
School code
0118
Source
DAI-A 65/11, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780496132362, 0496132369
Advisor
Maloy, Robert W.
University/institution
University of Massachusetts Amherst
University location
United States -- Massachusetts
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3152703
ProQuest document ID
305177648
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305177648
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