Voices from the Field: How First Year Teachers Perceive Teacher Education Program Preparation

“Voices from the Field: How First Year Teachers Perceive Teacher Education Program Preparation” details a study of first-year graduates of a State University of New York teacher preparation program for childhood (grades one through six) and early childhood (birth through grade two). The purpose of the project was to investigate the perceptions of novice teachers about aspects of their preparation. Specifically, we wished to record their responses to questions about their initial knowledge base for lesson planning, curriculum construction, instructional practices, and professional interactions. Ultimately, our purpose was to provide them a venue in which they could suggest critical information about initial teaching responsibilities and knowledge gaps in their preparation. From their responses, we extrapolated changes to better prepare future teacher candidates, and on which we can project program improvement. Applying narrative inquiry (Clandinin and Connelly, 2000) through video-taped interviews, the project investigated participants’ perceptions of teaching, their descriptions of daily classroom practices, perceived and communicated expectations of the administrators in their school district, and participants’ suggestions for improving programs through advice to current pre-service teachers. Presenters’ roles in the project included interviewer, researcher designer, student teaching supervisor, and administrator of the project. The presenters will summarize the outcomes of the study using digital recordings of teacher voices from the field. Shared experiences in the first years of teaching provide insights into curriculum development and instruction in elementary teacher education. Implications for program development will be discussed.