Do professional skills transfer to educator preparedness? A case study of Master of Arts in Teaching and traditional education majors at the University of Central Missouri
No Thumbnail Available
Authors
Meeting name
Sponsors
Date
Journal Title
Format
Thesis
Subject
Abstract
Alternative programs have multiplied to address the shortage of educators in STEM related fields. Results of programs have been mixed with teachers reporting similar difficulties regardless of the type of teacher preparation program. This study examines the traditional teacher preparation program and the MAT program at the University of Central Missouri. It focuses on the transferability of skills from teacher preparation and experiences outside of the teacher preparation programs. The results showed that applied skills practiced during teacher preparation were most transferable to the classroom. It also showed that any job-related experience transferred to the classroom whether it was content related or not. Personal experiences and maturity also increased teacher preparedness. Teacher preparation programs should include more focused and applied learning specific to teaching methods and in the classroom experience. Furthermore, extracurricular experiences should be promoted as a valuable component to develop intangible skills.
Table of Contents
PubMed ID
Degree
Ed. D.