Assessment of a Model to Prepare and Retain Classroom-ready Teachers
Conference Tracks
Assessment and SoTL - Research
Abstract
This presentation will address outcomes of a qualitative research study that asked whether the unique elements of a teacher preparation model in a Professional Development School (PDS) enhanced the classroom readiness of teacher candidates and increased their likelihood of retention in the teaching career. The model, research methodology, and outcomes will be shared. Implications support the model as effective in preparing teachers for the realities of the classroom. Implications further suggest concern regarding novice teachers’ adaption to different administrative perspectives. Participants will be engaged in clarification of the model and discussion of research implications.
Session Format
Presentation
1
Location
Scarbrough Five
Recommended Citation
Whitord, Ellen V. and Cossa, Nedra, "Assessment of a Model to Prepare and Retain Classroom-ready Teachers" (2020). SoTL Commons Conference. 33.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2020/33
Assessment of a Model to Prepare and Retain Classroom-ready Teachers
Scarbrough Five
This presentation will address outcomes of a qualitative research study that asked whether the unique elements of a teacher preparation model in a Professional Development School (PDS) enhanced the classroom readiness of teacher candidates and increased their likelihood of retention in the teaching career. The model, research methodology, and outcomes will be shared. Implications support the model as effective in preparing teachers for the realities of the classroom. Implications further suggest concern regarding novice teachers’ adaption to different administrative perspectives. Participants will be engaged in clarification of the model and discussion of research implications.
