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This article was originally published as an Indicator of the Month, taken from The Condition of Education: 1999. The sample survey data are from the "Teacher Survey on Professional Development and Training," conducted through the NCES Fast Response Survey System (FRSS). | |||
Reform initiatives, new technologies, and changing student populations have required teachers to learn new ways of presenting material and managing their classrooms. Teachers' initial professional training may not have prepared them adequately to meet current expectations, so continuing professional development is important. Teachers' self-assessments provide one indication of the extent to which preservice and on-the-job learning prepare them to meet the new demands.
*Percentages based on teachers who teach such students.
NOTE: Percentages may not sum to 100 due to rounding. SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, "Teacher Survey on Professional Development and Training," FRSS 65, 1998. Figure 1.-Percentage of public school teachers who felt they were very well prepared to perform various activities in the classroom, according to the number of hours spent in professional development in that content area in the last 12 months, by activity: 1998
*Percentages based on teachers who teach such students.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, "Teacher Survey on Professional Development and Training," FRSS 65, 1998.
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