How well do 1st-year teachers teach: Does type of preparation make a difference?

Thomas L. Good, Mary McCaslin, Henry Y. Tsang, Jizhi Zhang, Caroline R.H. Wiley, Amanda Rabidue Bozack, Waverely Hester

Research output: Contribution to journalReview articlepeer-review

43 Scopus citations


The authors present a program of research on the teaching practices of 1st-year teachers that has evolved within a partnership between and among a university and area school districts. The research links observed 1st-year teaching practices with school level (elementary, middle, high school) and type of teacher preparation (traditional bachelor's degree or nontraditional master's degree or postbaccalaureate certification). This study was conducted during 3 consecutive years, and results suggest that 1st-year teachers, as a group, performed adequately. School-level analyses reveal higher quality classroom management practices at the elementary level. Type of preparation analyses reveal higher quality management practices among teachers who attended traditional programs. The potential interaction between school level and type of preparation was not definitive but suggests further research is needed on the match between type of preparation and school level as expressed in quality of teaching practices.

Original languageEnglish (US)
Pages (from-to)410-430
Number of pages21
JournalJournal of Teacher Education
Issue number4
StatePublished - Sep 2006


  • 1st-year teachers
  • Teacher preparation
  • Teaching practices

ASJC Scopus subject areas

  • Education


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