PRE-SERVICE TEACHERS PERCEPTIONS OF PREPAREDNESS

Teacher preparation in North America has become increasingly more important with the onset of several University granted status programs. While there appear to be a greater number of teachers certified, particularly in Alberta, Canada, publicly funded class sizes across Canada are increasing, provincial education initiatives are expanding, assessment demands are growing, and teachers are leaving the profession at a more rapid rate (e.g., Howe, 2008; Poth, 2012; Van Nuland, 2011). Given these conditions, can it be stated that newly graduated teachers are prepared for the demands of the field? Moreover, while in teacher preparation programs, do pre-service teachers perceive that they are prepared to meet the demands of 21st century learning practices, diverse student needs, appropriate assessment methods, ever changing classroom environments, and professional knowledge, conduct, and interactions? The University of Lethbridge, Faculty of Education has attempted to meet these demands through the structuring of the undergraduate teacher preparation program. Commencing in 2011, students in a pre-entry Faculty of Education required course, were asked whether they would be willing to participate in a longitudinal study. If they agreed to participate, they would be tracked each semester (Professional Semesters I, II, and III), and then later into their career. To date there are approximately 562 participants who have agreed to join the research. Of those, approximately 50 students have now completed all four components of our program (EDUC2500, Professional Semester I, Professional Semester II, and Professional Semester III). Perceptual data has now been collected and analyzed for phase one of this study.