A Grounded Theory Study from the Perspective of New Teachers on Their Preparedness to Teach in At-Risk Schools in the United States

Autor/in	Copes, Jaracus
Titel	A Grounded Theory Study from the Perspective of New Teachers on Their Preparedness to Teach in At-Risk Schools in the United States
Quelle	(2022), (201 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Delaware State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-1350-7
Schlagwörter	Hochschulschrift; Dissertation; Grounded Theory; Teacher Attitudes; Beginning Teachers; Readiness; At Risk Students; Teacher Education Programs; Secondary School Teachers; Secondary School Students; Classroom Techniques; Special Education; Self Management; Resilience (Psychology); Internship Programs; Student Teaching; Culturally Relevant Education; Program Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Junior teacher; Junglehrer; Sekundarschüler; Klassenführung; Special needs education; Sonderpädagogik; Sonderschulwesen; Selbstmanagement; Berufspraktische Ausbildung; Teaching practice; Unterrichtspraxis
Abstract	Teacher attrition has been around since the beginning of American education. Teacher attrition is problematic to the success of students' academic achievement. One perceived way to reduce teacher attrition is through better training during the pre-service phase. The purpose of this study was to explore university-based teacher education programs effects on a new teacher's preparedness to teach critical subject areas in at-risk secondary schools within the United States from the vantage point of the teacher. This study employed a qualitative design specifically using the grounded theory approach. The researcher recruited new teachers, teachers with 3 or less years of classroom experience, who completed a university-based teacher education program and worked in an at-risk school. Participants took part in personal, semi-structured virtual interviews about their teacher education programs. The transcribed interviews were then analyzed using NVivo qualitative analysis software. This research was trying to find out: What knowledge/skills/dispositions does a new teacher need in an at-risk school? The research identified classroom management, special education, self-care (resiliency training), field-based internship (student teaching), practical training and culturally responsive teaching as the knowledge and skills that are critical to their success. The research also found that the participants did not think that teacher education programs had an impact on their disposition. What was propounded from the data will be known as the Skills Proficiency Theory. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01