Well-Prepared Middle School Teachers: Common Ground or Subtle Divide Between Practitioners and University Faculty in the State of Oregon, United States

Authors

Linda L. Samek, George Fox University
Younghee M. Kim, Southern Oregon University
Jay Casbon, Oregon State University - Cascades Campus
Micki M. Caskey, Portland State UniversityFollow
William L. Greene, Southern Oregon University
Patricia Maureen Musser, Portland State University

Published In

KEDI Journal Of Educational Policy

Document Type

Article

Publication Date

2010

Subjects

Middle school teaching -- United States, Middle school teachers, School principals, College teachers, Teacher education

Abstract

This qualitative study followed a survey study that investigated university faculty, classroom teachers, and principals' perceptions of well-prepared middle school teachers in the state of Oregon in the United States. A qualitative approach allowed the researchers to explore and interpret the participants' views (Denzin & Lincoln, 1998). In spite of many similarities, a number of differences in emphasis or priority were found among the groups, including views on assessment, curriculum development, and the importance of family and community connections for beginning classroom teachers. This study provides a foundation for deeper analysis and discussion among university faculty and practitioners concerning the "what" of middle school teacher preparation programs.

Description

Published with permission; all rights reserved by the Korean Educational Development Institute (KEDI)

Persistent Identifier

http://archives.pdx.edu/ds/psu/9523

Citation Details

Samek, L., Kim, Y. M., Casbon, J., Caskey, M. M., Greene, W. L., & Musser, P. (2010). Well-prepared middle school teachers: Common ground or subtle divide between practitioners and university faculty in the State of Oregon, United States. KEDI Journal Of Educational Policy, 7(2), 273-295.