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 Pub Number  Title  Date
NCES 2024129 What Do Teacher Education Pathways Look Like in Different Countries?
This Data Story describes teacher education pathways in the United States and international education systems, comparing options and requirements for teacher education, the advanced educational attainment of novice teachers, and novice teachers’ subject assignments. Data come from the Initial Teacher Preparation Study (ITPS) of 2016–18, the Teaching and Learning International Survey (TALIS) of 2018, and the Trends in International Mathematics and Science Study (TIMSS) of 2019. Data Story publications are presented in a thematic and engaging web environment that enables users to interact with data elements according to their interests in the topic area.
NCES 2021046 Teacher Training to Meet Diverse Student Needs Before Entering the Classroom: Teacher Preparation in 2017-18
This Data Point looks at preservice coursework taken by public and private school teachers to meet the needs of diverse student populations before the coronavirus pandemic. Preservice coursework, part of teacher preparation, is completed by U.S. private and public school teachers before their first year teaching. This information was reported by public and private school teachers on the 2017–18 National Teacher and Principal Survey.
NCES 2013153 Web Tables—Beginning K–12 Teacher Characteristics and Preparation by School Type, 2009
Research on academic achievement has revealed wide variation in teachers’ qualifications and experiences across schools. These Web Tables present the demographic characteristics and teaching preparation, including undergraduate coursetaking and certification, of 2007–08 baccalaureate degree recipients who taught at the K–12 level within a year of completing their bachelor’s degree. The analysis also compares teachers across a number of key characteristics of the schools in which they taught, including the percentage of students who qualified for free or reduced-price lunch, location (rural, sub-urban/town, or urban), race/ethnicity, and sector (public and private).
NCEE 20104036 Study of Teacher Preparation in Early Reading Instruction
The study collected data from a sample of 2,237 pre-service teachers attending a nationally representative sample of 99 institutions that prepare teachers for initial certification. Pre-service teachers completed a survey with items about the emphasis within their coursework and their exposure through field experiences to the essential components of reading instruction, as defined in the Reading First legislation (phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension strategies). The pre-service teachers also took an assessment of their knowledge of the essential components. The study administered the survey and assessment in the spring and summer of 2007, which represented the end of the sampled pre-service teachers' training programs. The study found that:
  • Pre-service teachers rated the overall focus of their training programs on the essential components of reading as being above "little" but below "moderate,"
  • Sixty-nine percent of pre-service teachers reported a moderate overall programmatic focus on the essential components of reading, 25 percent reported a strong focus, and 6 percent reported a weak focus
  • On average, pre-service teachers responded correctly to 57 percent of the items on the Knowledge Assessment.
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