Interdisciplinary Doctoral Program for Education Leaders (IDPEL)
School of Education
Rick R. McCown
apprentice teachers, concerns of apprentice teachers, preservice teachers, teacher education, teacher educators, teacher preparation, training
This study investigated the role of a teacher education program in helping apprentice teachers to address their teaching concerns. Quantitative and qualitative analyses of program data were used to answer the following questions: What are the concerns of apprentice teachers? Do they differ between public and private school teachers? Do they differ between elementary and middle school teachers? How well did the teacher education program at Franciscan University help teachers to be prepared to address their concerns and does preparedness differ between public and private, and elementary and middle school teachers? What program experiences were perceived as most effective in helping teachers to address their concerns? What are the effects of situational change on teachers in regards to their concerns? A mixed methods approach was undertaken, focusing on the data obtained from surveys and a focus group discussion. The use of survey data allowed the researcher to identify the types of concerns, self, task, or impact(Fuller, 1969)of the apprentice teachers. The completion of ANOVA determined that apprentice teachers had significantly higher impact related concerns than self or task concerns, but no differences were found among the self and task related concerns. ANOVA also determined that teachers felt more prepared to be able to handle their impact and self related concerns than their task concerns. Results indicated no differences between public and private, and elementary and middle school teachers on their type of concerns or their level of preparedness. Qualitative analysis of open-ended survey questions and a focus group discussion consisted of determining apprentice teachers' perceived experiences from their teacher education program that prepared them to handle their concerns. Experiences listed most frequently included student teaching, field experiences, and methods courses. A small number of participants commented on volunteer requirements, the Fellowship program, tutoring reading, liberal arts coursework, and Praxis III preparation. Finally, comments regarding the situational aspects influencing teacher concerns involved issues related to school administration and organization, curriculum, security, technology, and personal concerns. The various situational concerns demonstrate the importance of involving future teachers in teacher education programs with a myriad of organizational experiences in multiple contexts.
McVey, M. (2004). The Role of Teacher Education Experiences in Addressing the Concerns of Apprentice Teachers (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/917