Abstract
This study focused on a comparison of two different methods of preparing secondary teachers in light of teacher shortages. Purpose. The purpose of this study was to answer one important question: Are teachers trained through an intern teacher program as successful as teachers prepared by conventional methods? Methodology. An ex post facto comparison was completed on 51 intern and conventional student teachers at the end of two years of teaching. The criterion instrument was the Probationary/Temporary Teachers Evaluation Report of the Downey Unified School District which assessed five major areas of teaching abilities and 20 sub components. This instrument was directly related to the requirements of California Senate Bill 813. Mean, standard deviation, t value, and probability level of the t value being a chance occurrence were used for each of the 25 areas of evaluation. Findings. In answer to the question, "Are teachers trained through an intern teacher program as successful as teachers prepared by conventional methods?" The answer was a resounding yes. There were basically no differences between the conventional student teachers and the intern teachers. Only on one of the sub components of attending and participating in school and district meetings were there differences sufficient to reject the null hypothesis. Because intern teachers were involved in taking their methodology classes concurrently with their teaching assignments, it was logical that they could not attend and participate in as many school and district meetings as the conventional student teachers who had already completed these courses. Recommendations. The results of this study suggest the following recommendations: (1) The intern teacher program could be used as a viable method of solving some school districts' teacher shortages. (2) The intern teacher program may be used to attract a number of potential teachers who for financial or other reasons do not feel that they are able to spend an entire semester in the conventional student teacher program. (3) School districts need not be hesitant in hiring interns because they appear to make up for their initial lack of knowledge in the methodology area due to the relevancy of taking their classes concurrently with their teaching.