Teacher Candidate Performance: Coursework and Student Teaching

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Teacher candidates enrolled in Multiple Subjects, Single Subject, and Special Education programs were assessed at various times throughout their academic experiences. Writing samples indicated students do not adequately proofread, organize, or follow correct format when developing papers. Student content knowledge seemed strong, although the ability to apply the knowledge was often challenged during student teaching. Working well with peers and administrators, comfort level with assessments, exposure to English Language Learners, and opportunities for professional development seemed to be areas of concern. This paper suggests these results may impact Teacher Preparation Programs.


Keywords: Teacher Preparation, Special Education, General Education, Multiple Subjects, Single Subject
Stream: Curriculum and Pedagogy; Student Learning, Learner Experiences, Learner Diversity
Presentation Type: Virtual Presentation in English
Paper: Teacher Candidate Performance


Dr. Mindy Sloan

Associate Professor, Special Education, Chapman University
San Diego, CA, USA

Dr. Sloan is an Associate Professor of Special Education at Chapman University, San Diego. Her research interests include teacher preparation, particularly as it relates to retention.

Dr. Meredith Larson

Assistant Professor, Multiple Subjects, Chapman University
Santa Maria, CA, USA

Dr. Larson is a faculty member in the area of General Education, Multiple Subjects credential. She has many years of experience as a K-12 teacher, and is particularly knowledgable in the area of reading.

Dr. Anita Thompson

Assistant Professor, Single Subject Credential, Chapman University
Ontario, CA, USA

Dr. Thompson is a faculty member in the General Education, Single Subject Credential Program. She has many years of experience as a teacher and District administrator.

Ref: L08P0124