Retrospective self-analysis of the elementary teacher preparation program of first and fifth year teachers

摘要

The current study utilized the retrospective face-to-face interview from first and fifth year full-time elementary teachers to glean information which would provide programmatic direction for elementary teacher education preparation programs in five areas: classroom management, peer relationships, parent-teacher relationships, evaluating student achievement and diagnosing learning problems;Research results suggest that first and fifth year teachers perceived they were not well enough prepared at the undergraduate level in classroom management, parent-teacher relationships, evaluating student achievement and diagnosing learning problems and provided suggestions for improvement to redesign the undergraduate teacher education preparation program in the four areas previously listed;Both first and fifth year teacher respondents cited additional field experiences as a necessary component at the undergraduate level as well as teaching more specific strategies and skills during their academic preparation in the areas of classroom management, parent-teacher relationships, evaluating student achievement, and diagnosing learning problems;Both first and fifth year teacher respondents perceived actual classroom experience as the main vehicle for learning about classroom management, parent-teacher relationships, evaluating student achievement, and diagnosing learning problems. Fifth year teacher respondents perceived they were less anxious and more confident in the four areas listed above as they progressed from their first year of teaching to their fifth year;Although respondents perceived their preparation in peer relationships as adequate, they stated that peer relationship skills were acquired prior to entering college and were part of one\u27s personality which could not be taught at the undergraduate level.