Accepted Papers from TCEA Symposium 2007

Online and Field-based Teacher Preparation, Mentoring and
Supervision: Effects and Impacts on Teaching
Candidate’s Professional Readiness

Trina Davis
Texas A&M University

Lauren Cifuentes
Texas A&M University

Jon Denton
Texas A&M University

Lynn Beason
Texas A&M University

Yolanda Columbus
Texas A&M University

ABSTRACT: In the context of an online secondary teacher-certification program we used mixed-methods to investigate the impact and effect of teachers’ prerequisite content knowledge as well as programmatic experiences (online preservice instruction, mentoring and supervision) on their professional readiness. Teacher content (subject matter) knowledge was measured using Texas Examination of Educator Standards (TExES) Content Examination scores. Data related to the novice teachers’ online instruction performance, and mentoring and supervision experiences included online module posttest scores, number and topics of online seminars, online seminar discussions, interns’ evaluations of the quality of supervision and mentoring received, and midyear evaluation of interns by supervisors and mentor teachers. Professional readiness was measured using summative evaluations of interns by supervisors and mentors, and scores on the TExES Pedagogy and Professional Responsibilities Examination. Results of statistical and qualitative analyses conducted on data from first-year teachers’ experiences will be reported.