This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Brookhart, S. M. Articles by Freeman, D. J. Search for Related Content Social Bookmarking                         What's this?

Characteristics of Entering Teacher Candidates

Duquesne University

Donald J. Freeman

Arizona State University

Characteristics of entering teacher candidates, defined as students enrolled in their first education course, have been the focus of 44 studies located for this review. Four major categories of variables have been studied: (a) demographics and high-school background; (b) motivation to teach and career expectations; (c) confidence and optimism or anxiety and concerns about teaching; and (d) perceptions of the roles and responsibilities of teachers. Most of the research employed a survey methodology. This article presents a descriptive synthesis of findings from these studies. The principle of thematic consistency with empirical variability—that is, that the general conclusions of the studies have been similar even though the data have shown differences from study to study—is advanced to organize a discussion of what is known about entering teacher candidates and suggestions for future research in this field.

Review of Educational Research, Vol. 62, No. 1, 37-60 (1992)
DOI: 10.3102/00346543062001037


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				D. A. Sheldon and G. DeNardo Comparisons of Higher-Order Thinking Skills among Prospective Freshmen and Upper-Level Preservice Music Education Majors Journal of Research in Music Education, January 1, 2005; 53(1): 40 - 50. [Abstract] [PDF]

				B. C. Epanchin and K. Colucci The Professional Development School Without Walls: A Partnership Between a University and Two School Districts Remedial and Special Education, December 1, 2002; 23(6): 350 - 359. [Abstract] [PDF]

				C. Stuart and D. Thurlow Making It Their Own: Preservice Teachers' Experiences, Beliefs, and Classroom Practices Journal of Teacher Education, March 1, 2000; 51(2): 113 - 121. [PDF]

				K. Jongmans, H. Biemans, and D. Beijaard Teachers' Professional Orientation and their Involvement in School Policy Making: Results of a Dutch Study Educational Management Administration Leadership, July 1, 1998; 26(3): 293 - 304. [Abstract]

				M. S. Rosenberg, C. C. Griffin, K. L. Kilgore, and S. L. Carpenter Beginning Teachers in Special Education: A Model For Providing Individualized Support Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, October 1, 1997; 20(4): 301 - 321. [Abstract] [PDF]

				P. F. Vadasy, J. R. Jenkins, L. R. Antil, N. B. Phillips, and K. Pool The Research-to-Practice Ball Game: Classwide Peer Tutoring and Teacher Interest, Implementation, and Modifications Remedial and Special Education, May 1, 1997; 18(3): 143 - 156. [Abstract] [PDF]

				E. Brantlinger Using Ideology: Cases of Nonrecognition of the Politics of Research and Practice in Special Education Review of Educational Research, January 1, 1997; 67(4): 425 - 459. [Abstract] [PDF]

				E. Brantlinger Influence of Preservice Teachers' Beliefs About Pupil Achievement on Attitudes Toward Inclusion Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, January 1, 1996; 19(1): 17 - 33. [Abstract] [PDF]

				M. Mahijos and M. Maxson Capturing Preservice Teachers' Beliefs about Schooling, Life, and Childhood Journal of Teacher Education, May 1, 1995; 46(3): 192 - 199.

				C. Richards and R. Killen Problems of Beginning Teachers: Perceptions of Pre-Service Music Teachers Research Studies in Music Education, December 1, 1993; 1(1): 40 - 51. [Abstract] [PDF]

				R. E. Sutton Diverse Issues in Diversity Journal of Teacher Education, May 1, 1993; 44(3): 234 - 237.

				M. F. Pajares Teachers' Beliefs and Educational Research: Cleaning Up a Messy Construct Review of Educational Research, January 1, 1992; 62(3): 307 - 332. [Abstract] [PDF]