1. Apprentice Teacher Preparation CECS 5610 Dr. Knezek Kevin Miller Final Presentation

2. Objective: To survey new teachers and compare their knowledge and attitudes to seasoned teachers. To survey new teachers and compare their knowledge and attitudes to seasoned teachers.

3. Perspective/Theoretical Framework Literature regarding the quality of our teacher education programs as related to the quality of education provided in schools is abundant. The question of how well prepared Apprentices are to become full time teachers is not restricted to any one country, on the contrary, there seems to be major concern with the quality of educational programs world-wide. Literature regarding the quality of our teacher education programs as related to the quality of education provided in schools is abundant. The question of how well prepared Apprentices are to become full time teachers is not restricted to any one country, on the contrary, there seems to be major concern with the quality of educational programs world-wide.

4. Methods and Procedures Data will be collected in the form of a survey sent to teachers and apprentices. The survey will ask respondents to rate their preparation in eleven areas necessary for competent teachers in today's schools. Data will be collected in the form of a survey sent to teachers and apprentices. The survey will ask respondents to rate their preparation in eleven areas necessary for competent teachers in today's schools. Areas of inquiry will include instructional methodologies, social and intellectual development of student, and diverse populations. Areas of inquiry will include instructional methodologies, social and intellectual development of student, and diverse populations.

5. Methods and Procedures The survey will be mailed in July when Apprentices have been practicing for one school year and would be able to make a more critical assessment of how well they were prepared. The survey will be mailed in July when Apprentices have been practicing for one school year and would be able to make a more critical assessment of how well they were prepared. Another survey will be sent to Seasoned Teachers who have taught for between to and five years. Holding the position in the same school or district is not necessary, only that they have been teaching for at least two to five years. Another survey will be sent to Seasoned Teachers who have taught for between to and five years. Holding the position in the same school or district is not necessary, only that they have been teaching for at least two to five years.

6. Methods and Procedures This study is designed using a survey to collect the necessary data. A survey has been developed to query the opinions of two groups of subjects: Seasoned Teachers and Apprentices. This study is designed using a survey to collect the necessary data. A survey has been developed to query the opinions of two groups of subjects: Seasoned Teachers and Apprentices. A sample survey (see Appendix) will first be mailed to 20 Teachers and 20 Apprentices. The purpose of the sample is to test the efficacy of the survey. Adjustments will be made based on the results. The final questionnaire will be mailed to 300 Apprentices and 300 Seasoned Teachers. A sample survey (see Appendix) will first be mailed to 20 Teachers and 20 Apprentices. The purpose of the sample is to test the efficacy of the survey. Adjustments will be made based on the results. The final questionnaire will be mailed to 300 Apprentices and 300 Seasoned Teachers.

7. Methods and Procedures The results of the first set of surveys will tell the researcher how well-prepared current Apprentice Teachers are compared to Seasoned Teachers. The results of the first set of surveys will tell the researcher how well-prepared current Apprentice Teachers are compared to Seasoned Teachers. These data are important to the premise because if the majority of respondents report significant gaps in their preparation, it provides the basis for further study regarding the current university programs. These data are important to the premise because if the majority of respondents report significant gaps in their preparation, it provides the basis for further study regarding the current university programs.

8. Educational Significance Researchers have reported there are many reasons for the lack of adequate preparation of Apprentices, including a lack of consensus on standards (Elliott, 1996) which makes it impossible for schools of education to adjust their own curriculum in the preparation of teachers. Researchers have reported there are many reasons for the lack of adequate preparation of Apprentices, including a lack of consensus on standards (Elliott, 1996) which makes it impossible for schools of education to adjust their own curriculum in the preparation of teachers.

9. Initial Survey Please rate the following items according to how well prepared you were when you began your Apprentice Teaching. Please rate the following items according to how well prepared you were when you began your Apprentice Teaching. 1 = not at all, had no idea of concepts 2 = a little, was acquainted with concepts 3 = adequate, could implement or felt like I had an understanding of concept 4 = competent, although I could learn more about it, I could understand and use the concepts.

10. Questions on Survey 1. Using at least two different instructional techniques 1. Using at least two different instructional techniques 2. Understanding childhood/adolescent development 2. Understanding childhood/adolescent development 3. Motivating students 3. Motivating students 4. Assessing student performance, using alternative methods 4. Assessing student performance, using alternative methods 5. Classroom management techniques 5. Classroom management techniques 6. Cooperative and/or collaborative learning techniques 6. Cooperative and/or collaborative learning techniques 7. Using interdisciplinary methods 7. Using interdisciplinary methods 8. Cultural diversity issues 8. Cultural diversity issues 9. Ability to participate in school level decisions 9. Ability to participate in school level decisions 10. Working with multicultural populations 10. Working with multicultural populations 11. Working with administrators. 11. Working with administrators.

11. Resources Ashburn, E.A. and R.L. Fisher, eds.(1984) Methods of Assessing Teacher Education Students. ISU-AACTE Conference Proceedings, Normal, Illinois, July1984. Ashburn, E.A. and R.L. Fisher, eds.(1984) Methods of Assessing Teacher Education Students. ISU-AACTE Conference Proceedings, Normal, Illinois, July1984. Elliott, Emerson. (1996, March). What Performance- Based Standards Mean for Teacher Preparation. Educational Leadership, vol. 53, no. 6, pp. 57 - 59. Elliott, Emerson. (1996, March). What Performance- Based Standards Mean for Teacher Preparation. Educational Leadership, vol. 53, no. 6, pp. 57 - 59. Ishler, P. And Kay, R. (1981)A survey of Institutional Practice. In Webb,C., Gehrke, N., Ishler, P. And Mendoza, A. Eds. Exploratory Field Experiences in Teacher Education. Pp. 15 - 22. Washington, D.C.: Association of Teacher educators in Cooperation with the College of Education, BrighamYoung University. Ishler, P. And Kay, R. (1981)A survey of Institutional Practice. In Webb,C., Gehrke, N., Ishler, P. And Mendoza, A. Eds. Exploratory Field Experiences in Teacher Education. Pp. 15 - 22. Washington, D.C.: Association of Teacher educators in Cooperation with the College of Education, BrighamYoung University. Ishler, Richard, E. (1994, Fall).Improved Teacher Preparation. NationalForum, vol. 74, no. 4, p. 3. Ishler, Richard, E. (1994, Fall).Improved Teacher Preparation. NationalForum, vol. 74, no. 4, p. 3.

12. Resources McGuire, Margit, E. (1996, February). Social Education, vol. 60, no. 2, pp. 89-95. McGuire, Margit, E. (1996, February). Social Education, vol. 60, no. 2, pp. 89-95. Scales, Peter.(1993, November-December). How Teachers and Education Deans Rate the Quality of Teacher Preparation for the Middle Grades. Journal of Teacher Education, vol. 44, no. 5, pp. 378 - 384. Scales, Peter.(1993, November-December). How Teachers and Education Deans Rate the Quality of Teacher Preparation for the Middle Grades. Journal of Teacher Education, vol. 44, no. 5, pp. 378 - 384. Schmidt, Peter.(1997, February). State and Federal Officials Push For Improvements in Teacher Education, vol. 43, no. 25, pp. A41 - 43. Schmidt, Peter.(1997, February). State and Federal Officials Push For Improvements in Teacher Education, vol. 43, no. 25, pp. A41 - 43. Vickers, Margaret.(1994, April). Cross-National Exchange, The OECD, and Australian Education Policy. Knowledge & Policy, Vol. 7, pp. 25 - 31. Vickers, Margaret.(1994, April). Cross-National Exchange, The OECD, and Australian Education Policy. Knowledge & Policy, Vol. 7, pp. 25 - 31. Walter, L.M. (1989). Field Experiences Need Structure. Catalyst for Change, vol. 19, no. 1, pp. 15 - 17. Walter, L.M. (1989). Field Experiences Need Structure. Catalyst for Change, vol. 19, no. 1, pp. 15 - 17.