KELOWNA, BC, June 16 /CNW/ - A groundbreaking report released this week
offers the first composite snapshot of Canada's teacher education programs
which graduate over 18,000 prospective teachers every year.
Teacher Education in Canada: A Baseline Study is based on a review of
programs in 56 universities and a national survey of over 3,000 new teachers,
education faculty members, and principals conducted in 2007. The report,
authored by Memorial University researchers Robert Crocker and David Dibbon,
was commissioned by the Society for the Advancement of Excellence in Education
The survey results reveal important differences in the perceptions of
faculty, new teachers and principals about program content and usefulness,
teacher preparedness, and the relationship between faculties of education and
the school system. Among the noteworthy findings:
- Preparation programs vary widely in length, structure and content, but
little comparative data is available about the effects of different
programs on teacher proficiency.
- Some areas of content, knowledge and skill that are highly valued in
the classroom are not well-emphasized in teacher education programs.
- Principal ratings of new teacher preparedness are significantly lower
than faculty ratings.
- Principals, faculty and new teachers agree more emphasis on teaching
practice is needed.
"These findings suggest some disconnect between faculties of education
and the school systems they serve," notes SAEE Research Director, Helen Raham.
"They flag a number of policy issues which call for collective dialogue among
education stakeholders and research to codify best practices in preparing new
teachers for today's classrooms."
To view report, see:
For further information:
For further information: Robert Crocker - Tel: (709) 834-5288 or (709)
685-1143, email@example.com; David Dibbon - Tel. (709) 737-2381,
firstname.lastname@example.org; Helen Raham - Tel: (250) 717-1163, email@example.com; Society for
the Advancement of Excellence in Education (SAEE) www.saee.ca