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Journal of Teacher Education
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How Well Do 1st-Year Teachers Teach

Does Type of Preparation Make a Difference?

Thomas L. Good

Mary McCaslin

Henry Y. Tsang

Jizhi Zhang

Caroline R. H. Wiley

Amanda Rabidue Bozack

University of Arizona, Tucson

Waverely Hester

Educational Testing Service, Princeton, New Jersey

The authors present a program of research on the teaching practices of 1st-year teachers that has evolved within a partnership between and among a university and area school districts. The research links observed 1st-year teaching practices with school level (elementary, middle, high school) and type of teacher preparation (traditional bachelor's degree or nontraditional master's degree or postbaccalaureate certification). This study was conducted during 3 consecutive years, and results suggest that 1st-year teachers, as a group, performed adequately. School-level analyses reveal higher quality classroom management practices at the elementary level. Type of preparation analyses reveal higher quality management practices among teachers who attended traditional programs. The potential interaction between school level and type of preparation was not definitive but suggests further research is needed on the match between type of preparation and school level as expressed in quality of teaching practices.

Key Words: teacher preparation • teaching practices • 1st-year teachers

Journal of Teacher Education, Vol. 57, No. 4, 410-430 (2006)
DOI: 10.1177/0022487106291566
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This article has been cited by other articles:


Home page
 Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional ChildrenHome page
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Alternative Route Special Education Teacher Preparation Programs Guidelines
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[Abstract] [PDF]