Comparison of an alternative graduate teacher education program with traditional programs: Effectiveness in preparing teachers to manage classrooms.

摘要

Little is known about teacher education programs and their effect on practice (National Center for Research on Teacher Education, 1988). The comprehensive study of the University of Maryland Master's Certification Program (MMCP) attempts to add research to this area. The present study, a part of the overall study, compares MMCP graduates with graduates from traditional, four-year undergraduate teacher preparation programs for their effectiveness in dealing with classroom management issues in their first and second year of teaching.; The participants included fifteen MMCP graduates and sixteen graduates of traditional programs who were in their first or second year of teaching. Participants responded to scenarios, engaged in an in-depth interview, and responded to questionnaires in order to establish their disposition toward research in general and to reveal specific knowledge and ability to apply the knowledge when dealing with classroom management issues in contrived situations. They also rated themselves as classroom managers, listing strengths and weaknesses of their preparation programs, as well as their management skills. Administrators were interviewed and they rated each teacher as a classroom manager, listing strengths and weaknesses.; The MMCP group was significantly more cognizant of researchers and/or research-based concepts in support of their plans. They also valued research to a greater degree than the comparison group. The study failed to show a significant difference in the two groups' ability to make a plan that effectively addressed the management issues.; Teachers' and administrators' perceived strengths and weaknesses in the area of classroom management are discussed. Implications for future research included a need for continued evaluations of graduates with a strong research component in their programs, along with further study of beginners and the issues they encounter regarding management. Further study may show ways to speed up the process of beginners becoming experts.; Implications for practice included educators examining present programs to discern major themes and making sure components of program reinforce them. Possibility of strong research-based masters program being an instrumental tool in providing foundation so that with practice and feedback teachers can move more quickly to the expert level.