Doctoral Dissertations

Date of Award

12-1997

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Education

Major Professor

Thomas Turner

Committee Members

Ted Hipple, Everett Myer, John Ray

Abstract

Since the Tennessee State Board of Education approved a middle level endorsement in July 1997, colleges and universities in Tennessee will be required to create a professional teacher preparation program based on these revised standards. The purpose of this study was to determine the perception of middle level principals' and teachers' concerning which areas of professional teacher training needed to be addressed at the university level. The population for this study consisted of 1223 members of the Tennessee Association of Middle Schools. A stratified, random sample was drawn of middle level educators who were current, active members of TAMS as of April 2, 1997. A survey was distributed to the sample and 209 were returned. The majority of the respondents favored the new middle level endorsement but held some reservations concerning job availability. Many indicated that the 5-8 endorsement might be too narrow in comparison to the current K-8 and 1-8 endorsements. However, the majority indicated that broader endorsements (1-8 or 5-12) would spread the teacher too thin and not allow for adequate training at the middle level. Findings indicated that there was a relationship between the license held by the respondent and the endorsement they preferred. Those respondents holding an elementary license tended to believe that middle level students were more like elementary students than secondary students. Therefore, practicing teachers seeking a middle level position should be trained in an elementary background. Respondents holding secondary licenses tended to believe that middle school students were more like high school students than elementary students. These respondents commented that preservice training should focus more on the secondary: discipline, motivation, and especially subject matter. Respondents indicated that methods preparation for more than one subject should be taught in more than one semester, and adequate student teaching experience can be fulfilled in one semester.

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