Abstract
Purpose. The purpose of this study was to investigate the perceptions of second- and third-year elementary teachers in a large urban Los Angeles County unified school district regarding four areas of their elementary education preservice training. The areas examined were: (1) subject content, (2) methods classes, (3) learning level and styles, and (4) field experience. The purpose was also to determine the degree to which second- and third-year elementary teachers from a variety of colleges and universities believed that their preservice education prepared them to teach in the elementary classroom. Methodology. The researcher used descriptive research. The population consisted of second- and third-year teachers in a large urban unified school district in Los Angeles County. A structured interview was utilized to collect data to answer four research questions. For each item on the structured interview instrument, descriptive statistics, specifically frequencies, percentages, and mean scores were determined. Findings. (1) The majority of teachers in the study rated their general education courses below average. (2) The liberal studies majors believed they were better prepared to teach the subject content in the elementary school than did the single subject majors. (3) Only English/language arts and literary genre were considered effective in giving them a strong subject area foundation for use in the classroom. (4) These teachers believed that their overall teaching methods preparation was adequate. (5) There was above average satisfaction with their training to choose materials at the correct level of difficulty. (6) The respondents perceived the strategies for identification of the students' specific learning styles to be highly effective. (7) Field experience was perceived to be the strongest single component in teacher preparation programs. It was believed that theory and practice must be balanced to combine course work in teaching methods and the implementation of methods in the elementary school classroom. Conclusions and recommendations. (1) Students who entered the program with the goal of becoming teachers were better focused on their general education studies. (2) Educational methods were more effective when hands-on approaches were experienced in the methods classes and when field experience was offered simultaneously. (3) Internships provided more realistic experience for preservice teacher candidates. (4) Teacher education programs must provide a quality preservice education experience, which effectively equips new teachers to cope with the realities of the classroom. (5) Standards must be (a) established, (b) implemented, and (c) monitored in all accredited colleges and universities. (6) The critical teacher shortage challenges educational leaders to recruit qualified teachers. (7) It is imperative that the teacher attrition rate be reduced.