Does Teacher Preparation Matter for Beginning Teachers in Either Special or General Education?

Abstract

The current U.S. Department of Education (USDOE) emphasis on the preparation of teachers in content knowledge, and de-emphasis on pedagogy and teaching practicums, constitutes a major issue concerning how best to prepare a sufficient supply of highly qualified teachers. By contrast, federal policy represented by the 2001 No Child Left Behind Act (NCLB) emphasizes both full certification and content knowledge. Our research was based on data from the Schools and Staffing Survey for beginning teachers in both special and general education (separately). Results showed that extensive preparation in pedagogy and practice teaching was more effective than was only some or no preparation in producing beginning teachers who (a) were fully certified, (b) secured in-field teaching assignments, and (c) reported being well prepared to teach subject matter and well prepared with respect to pedagogical skills. Thus, contrary to the USDOE perspective emphasizing preparation in content knowledge, extensive preparation in pedagogy and practice teaching contributed to the attainment of the two key NCLB indicators of a highly qualified teacher: full certification and in-field teaching. AbstractThe current U.S. Department of Education (USDOE) emphasis on the preparation of teachers in content knowledge, and de-emphasis on pedagogy and teaching practicums, constitutes a major issue concerning how best to prepare a sufficient supply of highly qualified teachers. By contrast, federal policy represented by the 2001 No Child Left Behind Act (NCLB) emphasizes both full certification and content knowledge. Our research was based on data from the Schools and Staffing Survey for beginning teachers in both special and general education (separately).Results showed that extensive preparation in pedagogy and practice teaching was more effective than was only some or no preparation in producing beginning teachers who (a) were fully certified, (b) secured in-field teaching assignments, and (c) reported being well prepared to teach subject matter and well prepared with respect to pedagogical skills. Thus, contrary to the USDOE perspective emphasizing preparation in content knowledge, extensive preparation in pedagogy and practice teaching contributed to the attainment of the two key NCLB indicators of a highly qualified teacher: full certification and in-field teaching.

Standards in Literacy and Numeracy: Contributing Factors

“…Although examination of the content of pre-service teacher training has increased over the last decade (Carter, H., Amrein-Beardsley, & Hansen, 2011; Coalition for Psychology in Schools and Education, 2006;Dyson, 2005;Ingvarson et al, 2004;Kwong Lee Dow, 2003;Levine, A., 2006;Liston, Whitcomb, & Borko, 2006;Louden et al, 2004;Louden et al, 2005;Murray, Nuttall, & Mitchell, 2008;Rohl & Greaves, 2004;Wilson et al, 2001), there still appears to be a lack of consensus of what constitutes quality teacher preparation. Generally, teachers combine two sets of knowledge: subject content knowledge and the practice of teaching (pedagogy) (Boe, Shin, & Cook, 2007;Gore et al, 2007;Hassan, Khaled, & Kaabi, 2010;Ingvarson et al, 2004;Kosnick & Beck, 2008;Wilson, Floden, & Ferrini-Mundy, 2001). However, there is a growing concern that pre-service teacher education does not provide novice teachers with the skills and knowledge necessary to be effective in the classroom (Greenberg et al, 2013;Rohl & Greaves, 2004;Wilson et al, 2001).…”

A Theory-driven Approach to Subject Design in Teacher Education

“…Evidence-based practice is commonly utilised in the inclusive education field (Boe, Shin & Cook, 2007;Carroll, Forlin & Jobling, 2003;Carter, Stephenson & Hopper, 2015). What is often missing is a theoretical base that combines these evidence-based practices with a process that utilises continual feedback and an expectation of improvement (Lancaster & Bain, 2010;Zundans-Fraser, 2014).…”

The Chronic and Increasing Shortage of Fully Certified Teachers in Special and General Education

“…Based on classroom observations by one trained observer who was unaware of the certification status of teacher participants, fully certified SETs were substantially more effective than partly certified SETs in planning and delivering instruction, and in establishing a positive classroom environment (Nougaret, Scruggs, & Mastropieri, 2005). In other research based on a large national sample, fully certified teachers were much more likely than partly certified teachers to report being better prepared to teach subject matter and better prepared in pedagogical skills (Boe, Shin, & Cook, 2005).…”