AN ASSESSMENT OF TEACHER EDUCATION PROGRAM OBJECTIVES AT OAKWOOD COLLEGE BY FIRST-YEAR, THIRD-YEAR, AND FIFTH-YEAR ELEMENTARY EDUCATION GRADUATES AS AN AID TO THE DEVELOPMENT OF A TEACHER EDUCATION PROGRAM APPRAISAL SYSTEM

TL;DRAbstract

This study assessed the suitability of the Oakwood College Teacher Education Program Objectives as perceived by the fifty-one 1979, 1977, and 1975 elementary education graduates. A questionnaire was designed to gather the data and a 100 percent response rate was received. Analysis of the data was made to answer questions relative to the extent that graduates entered the teaching profession and remained in service; attained the objectives before, during, and after entrance into the training program; felt that the objectives had relevance to teaching contexts; felt that the program helped them reach the objectives; felt that the program failed to help them reach the objectives. Crosstabulations were used to analyze data related to general, competency with learners, and subject matter objectives. Associations were made between the objectives and ratings of perceived attainment, time of greatest impact in attainment of objectives, appropriateness of objectives, and program effectiveness in

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