does teacher preparation matter for beginning teachers in
does teacher preparation matter for beginning teachers in
does teacher preparation matter for beginning teachers in
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SPECIAL EDUCATION<br />
Teacher Preparation Status<br />
Extensive<br />
Preparation<br />
Some<br />
Preparation<br />
None<br />
Teach assigned<br />
a<br />
subject <strong>matter</strong><br />
49<br />
61<br />
72<br />
Select curricular<br />
materials<br />
a<br />
43<br />
62<br />
72<br />
Plan lessons<br />
effectively<br />
a<br />
55<br />
62<br />
79<br />
Use variety of<br />
<strong>in</strong>structional methods<br />
a<br />
36<br />
56<br />
71<br />
Assess students<br />
a<br />
62<br />
62<br />
75<br />
Handle classroom<br />
a<br />
management<br />
47<br />
52<br />
60<br />
38<br />
Use computers <strong>in</strong><br />
34<br />
Instruction<br />
35<br />
//<br />
0 30 40 50 60 70 80 90<br />
Percentage of Well Prepared<br />
Special Education Teachers<br />
Figure 2. Percentage of <strong>beg<strong>in</strong>n<strong>in</strong>g</strong> <strong>teacher</strong>s <strong>in</strong><br />
special education who reported be<strong>in</strong>g well<br />
prepared <strong>in</strong> each of seven categories of teach<strong>in</strong>g<br />
capability by <strong>teacher</strong> <strong>preparation</strong> status. a For six<br />
of the seven teach<strong>in</strong>g capabilities, the differences<br />
among the three level of <strong>teacher</strong> <strong>preparation</strong> were<br />
statistically significant at the p
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