Exploring Graduate Elementary Education Preservice Teachers' Initial Teaching Beliefs

States, universities, and school districts have responded to teacher shortages by designing programs that transition college graduates into teaching careers. The result is an increase in the number of graduate preservice teachers preparing for teaching careers in colleges of education. The purpose o...

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Bibliographic Details
Published in:The Professional educator 2008-10, Vol.32 (2), p.1
Main Authors: Parker, Audra, Brindley, Roger
Format: Article
Language:English
Subjects:
Alternative Teacher Certification
Beginning Teachers
Behavior
Beliefs
College students
Colleges & universities
Educational Philosophy
Elementary School Teachers
Graduate Students
Preservice Teacher Education
Preservice Teachers
R&D
Research & development
School districts
Student Educational Objectives
Student Teacher Attitudes
Studies
Teacher education
Teacher Educators
Teacher Shortage
United States (Southeast)
Urban Schools
Writing Assignments
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Summary:States, universities, and school districts have responded to teacher shortages by designing programs that transition college graduates into teaching careers. The result is an increase in the number of graduate preservice teachers preparing for teaching careers in colleges of education. The purpose of this study is to explore graduate preservice teachers' initial teaching beliefs so as to understand the educational perspectives they bring into the graduate classroom. Data were collected from the initial philosophy statements of 21 graduate preservice teachers enrolled in the first course of a comprehensive MAT program. Findings suggest that graduate preservice teacher educators bring strengths to the classroom that distinguish them from "traditional" undergraduate preservice teachers. These differences warrant careful consideration by teacher educators. [PUBLICATION ABSTRACT]
ISSN:0196-786X
2162-6618