A Multidimensional Analysis of Teacher Preparation in Texas

Daniella G. Varela, Lori Kupczynski* and Marie-Anne Mundy
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Daniella G. Varela: Texas A&M University-Kingsville, Texas, US State
Lori Kupczynski*: University of St. Augustine for Health Sciences, Florida, US State
Marie-Anne Mundy: Texas A&M University-Kingsville, Texas, US State

Research Journal of Education, 2019, vol. 5, issue 6, 106-113

Abstract: Despite a healthy production of teachers, teacher attrition is a significant concern faced by school administrators across the state of Texas. This study sought to determine the extent to which questions on the Exit and Principal Surveys reflect three sets of standards which guide educator preparation in Texas: Association of Teacher Educators (ATE) Standards for Teacher Educators, Texas Administrative Code (TAC) Educator Preparation Program Curriculum Standards, and Pedagogy and Professional Responsibilities (PPR) Exam Standards. This analysis provides important information about the validity of survey questions as a measure of standards compliance for educators’ preparation in Texas and also sought to determine if there is a difference between teacher candidates’ Exit Survey evaluation of preparation and principals’ Principal Survey evaluation of first-year teachers’ preparation. Findings indicated a clear disconnection. Recommendations are provided as a contribution to future discussion on much-needed educator preparation program standards reform.

Keywords: Educator preparation; Teacher training; Accountability; Curriculum alignment; Theory vs. practice (search for similar items in EconPapers)
Date: 2019
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