Directions:
The items below ask you to identify yourself by program and emphasis so that we may use your responses to help evaluate our programs (and improve areas of weakness).
No attempt will be made to try to identify individual respondents. |
| Your primary
program of study:
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When you complete your teacher education program, how many regular
semesters (not including summers) will you have attended
Mansfield
University
?
(Check one)
If other, how many?
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Will you earn a dual certification in some
other teaching area?
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Are you currently completing your first undergraduate degree at
Mansfield
University
?
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Did you transfer credits to Mansfield
University
?
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| Your Age:
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Your Gender:
Female Male |
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Mansfield
University
Teacher Education
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Directions:
The items which follow ask you to evaluate your teacher preparation program. They are divided into the six different areas briefly described below. For each area, you will be asked your response to a variety of items with which you may agree or disagree. Please read each item carefully and thoughtfully. Your responses will help us to evaluate and improve our programs.
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General Education
According to the Mansfield University catalog, the objective of the general education component of an undergraduate degree is to provide students with a foundation for lifelong learning and to enable them to function as responsible citizens in a rapidly changing world. The university general education program consists of courses taken on the left side of the evaluation record.
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Content Knowledge and Skills
Content knowledge refers to the
subjects teachers teach. For
secondary education students, content knowledge is the preparation they
receive in the specialty area in which they will teach (e.g., history,
biology, etc.). For elementary
education students, it includes content knowledge in their area of
concentration (e.g., humanities, natural sciences, etc.) and content
knowledge embedded within teaching methods courses (e.g., children’s
literature within teaching of reading, arithmetic within teaching of math,
etc.). For special education
students it includes content knowledge that is required in assisting
students with the subject matter presented in elementary and secondary
classrooms. Content skills in
all areas of teaching refer to the means used to direct inquiry in a
discipline (e.g., lab skills, reference skills, etc.).
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General Principles of Teaching and
Learning
Teaching requires an understanding how
students learn, factors in motivation, the role of prior knowledge in
learning, classroom management and organization, lesson and unit planning,
means of evaluating student learning, and ways of developing classroom
climates and cultures that foster success.
It also extends to teachers’ abilities to use a wide range of
teaching and learning strategies such as cooperative learning, direct
instruction, group discussion, discovery learning, and interdisciplinary
teaching.
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Content Specific Methodology and
Technology
Content specific methodology includes
ways of seeing, knowing and learning in particular disciplines (e.g., role
of the scientific method in science teaching, archival research in
history, etc.) and particular teaching methods and technology that help
make the content easier for students to learn.
It also includes means of adapting instruction to meet individual
students’ needs and differences. The
types of information included in this category is generally gained in
teacher education “methods” courses.
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Student Teaching
Student teaching is the capstone
experience of a teacher preparation program.
It is an opportunity to practice and test one’s teaching
abilities in a semester long classroom experience.
Student teachers apply the knowledge and skills that they have been
gaining from all the courses that contribute to their programs.
It is also a rich opportunity for learning and growth under the
guidance of cooperating teachers and college supervisors.
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SA -- Strongly Agree
A -- Agree
N -- Neutral
D -- Disagree
SD -- Strongly Disagree |
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GENERAL EDUCATION
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| Choose One |
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1) Overall,
my courses in general education were well taught and interesting.
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2) Prospective teachers should be required to
take more general education courses (more than I was required to take).
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3) The
course work I received in oral/written communication supported my
teaching.
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4) My
general education courses helped to make me a more independent thinker.
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5) All prospective teachers should be
required to complete course work in a second language.
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6) General
education courses helped me to value diversity and better understand other
ways of living and thinking.
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7) My
general education program helped prepared me well for the general
knowledge and communication skills portions of the Praxis teacher
examinations.
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CONTENT
SKILLS AND KNOWLEDGE
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8) Overall, my courses in my specialty area, area of concentration, or other courses from which I learned subject matter content were well taught and interesting.
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9) I
was knowledgeable and confident in the content areas I was required to
teach in student teaching.
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10) I
sometimes confused my students because I lacked sufficient depth in the
subject I was teaching to be able to answer student questions or clearly
explain content.
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11) When my
content knowledge in a particular area was weak, I had sufficient
reference skills and resources to prepare effective presentations for my
students.
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12) I
thought I had to know too many things in too many different subject areas
to feel adequately prepared in content knowledge and skills.
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13) I think my teacher preparation program should be modified to include more content knowledge courses and fewer teaching methods courses.
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14) My
teacher education program helped prepare me well for the content specific
portions of my teaching specialty area test on the Praxis examinations.
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GENERAL
PRINCIPLES OF TEACHING AND LEARNING
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15) Overall,
the courses I took which addressed subjects such as educational
psychology, assessment techniques, human development, pre-professional
experiences, and general teaching methods were well taught and
interesting.
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16) I have
a fundamental knowledge of general principles of teaching and learning and
I was able to draw upon that knowledge in my student teaching.
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17) I was
able to evaluate my students’ learning using observation, tests, and
other classroom assessment techniques.
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18) I was
sufficiently well prepared in lesson planning and unit planning to be
successful in student teaching.
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19) I think
the teacher preparation program includes enough instruction in classroom
management and discipline techniques.
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20) I was
able to vary my means of instruction (e.g., lecture, active learning,
etc.) and use varied grouping strategies (e.g., large group, small group,
pairs, etc.) within my student teaching classroom.
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21) My
teacher education program helped prepare me well for the learning and
teaching portions of the Praxis examinations.
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CONTENT-SPECIFIC
METHODOLOGY AND TECHNOLOGY
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22) Overall,
the “methods” courses in my major were well taught and interesting.
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23) The
teacher preparation program included enough instruction in educational
uses of technology to prepare me well for teaching in modern classrooms.
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24) The
teaching methods courses in my program included too much educational
theory and not enough emphasis on practical teaching techniques.
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25) I was
able to adapt instruction to meet the learning needs of the wide range of
students in my student teaching classroom.
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26) I thnk
there should have been more opportunities in my methods and observation
and participation courses to visit actual classrooms through participation
experiences and/or demonstration lessons.
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27) My
methods courses prepared me with teaching strategies and techniques for
using textbooks and other curriculum materials effectively.
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28) My
teacher education program helped prepare me well for the specialty area
methodology portions of the Praxis examinations.
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STUDENT
TEACHING
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29) The
student teaching workshops were well organized and interesting.
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30) My
cooperating teachers tried to provide me with a high quality student
teaching experience.
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31) My
college supervisor provided helpful teaching suggestions and feedback.
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32) Student
teaching would be more valuable if it included just one school placement
for the entire semester (rather than two placements for a half semester
each).
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33) I was
given enough freedom in student teaching to try out new ideas and teaching
techniques.
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34) I used the resources of the North Hall library to support my student teaching.
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35) The
assignments and expectations required in student teaching were valuable
and led me to personal growth and reflection.
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OVERALL PROGRAM EVALUATION
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36) The
teacher education theme “Teacher as Reflective Decision-Maker” was
communicated well throughout my program.
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37) My
teacher education program taught me how to do library searches and other
kinds of research.
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38) My teacher education advisor was accessible,
knowledgeable, and helpful in guiding my program.
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39) My
teacher education program prepared me to teach in multicultural
classrooms.
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40) The
field experiences leading up to student teaching included experiences in a
wide range of classrooms.
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41) My
teacher education program emphasized the need for teachers to be caring,
compassionate individuals.
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42)
I received enough preparation in my teacher education program to
teach students with special needs in inclusion classrooms.
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43) My
teacher education program helped me to understand professional ethics and
important school law issues.
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44) I am prepared to meet with parents and talk
with them about their children’s progress in my classroom.
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45) My teacher education program and placement
services prepared me sufficiently well with job search, resume, and
interviewing skills.
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46) I am
prepared to work with other teachers, specialists, and support personnel
in collaborative relationships.
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47) The
upper level, major related courses in my teacher preparation program
featured relatively small classes and individual attention.
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48) I think
I am prepared to begin a successful career in teaching.
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Additional Questions:
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49)
Preparing a portfolio led to professional reflection about my teaching
abilities and the manner in which I could demonstrate those abilities. |
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50)
Professional Seminar was a useful addition to the student teaching
experience (14 credit semester rather than 12). |
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51) Professional
Seminar provided a useful opportunity to talk with other student teachers
about student teaching experiences.
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