Effectiveness of teacher education programs as seen by beginning teachers and their supervisors

Year: 1994

Author: Whiting, Paul R., Cusworth, Robyn

Type of paper: Abstract refereed

This paper reports the first stage of a longitudinal study which seeks to monitor the perceptions of beginning primary teachers about both their preservice training and their induction to teaching. The sample was drawn from graduates of three preservice primary programs at the University of Sydney: a four-year Bachelor of Education, a three-year Diploma in Teaching and a year-long graduate diploma. Teacher educators rarely have had the opportunity to gather systematic feedback about the ongoing views and development of former students. The study also examines how the school supervisors of beginning teachers rated them in terms of their ability to fulfil classroom, school and community roles.

To date beginning teachers' responses and those of their supervisors suggest that the preservice teacher education programs had been both adequate and innovative. Induction programs for these beginning teachers, however, were not widely available, and where they were available were rated as only moderately helpful or not helpful.

In a professional climate of change, and given the ever-widening roles for teachers, this study suggests areas for further development in preservice primary education programs.