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.
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.
Included in
Curriculum and Instruction Commons, Junior High, Intermediate, Middle School Education and Teaching Commons
Description
Published with permission; all rights reserved by the Korean Educational Development Institute (KEDI)