does teacher preparation matter for beginning teachers in
does teacher preparation matter for beginning teachers in
does teacher preparation matter for beginning teachers in
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
GENERAL 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 />
70<br />
69<br />
83<br />
Select curricular<br />
a<br />
materials<br />
40<br />
46<br />
67<br />
Plan lessons<br />
effectively<br />
a<br />
44<br />
62<br />
84<br />
Use variety of<br />
<strong>in</strong>structional methods<br />
a<br />
40<br />
51<br />
74<br />
Assess students<br />
a<br />
47<br />
55<br />
71<br />
Handle classroom<br />
a<br />
management<br />
37<br />
45<br />
59<br />
43<br />
Use computers <strong>in</strong><br />
a<br />
35<br />
Instruction<br />
43<br />
//<br />
0 30 40 50 60 70 80 90<br />
Percentage of Well Prepared<br />
General Education Teachers<br />
Figure 3. Percentage of <strong>beg<strong>in</strong>n<strong>in</strong>g</strong> <strong>teacher</strong>s <strong>in</strong><br />
general education who reported be<strong>in</strong>g well prepared<br />
<strong>in</strong> each of seven categories of teach<strong>in</strong>g capability by<br />
<strong>teacher</strong> <strong>preparation</strong> status. a For all of the seven<br />
teach<strong>in</strong>g capabilities, the differences among the<br />
three levels of <strong>teacher</strong> <strong>preparation</strong> were statistically<br />
significant at the p