North Carolina Teacher Preparation Programs and their Connection to Effective Teachers
Abstract
Discipline disparities in the U.S. education system are at an all-time high, and a key component to stemming this systemic issue rests in the development of highly effective teachers, who utilize effective classroom management techniques. Teacher preparation programs recruit and train millions of preservice teachers; yet research determining the effectiveness of these individuals as new teachers who are responsible for creating diverse learning environments is limited. This research takes aim at North Carolina Teacher Preparation Programs measurement of their graduates as new teachers, and teachers perceptions of their own development through the New Teachers Working Conditions Survey. This work anticipates finding that perceptions of new teachers regarding multicultural education and classroom management vastly differ from teacher preparation programs’ assessment of new teachers’ effectiveness in the classroom. The larger implications from text, can reveal areas of improvement for teacher preparation programs across the state of North Carolina.
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