Background/Purpose Considerable skepticism exists among PETE faculty that candidates actually meet all beginning teacher standards at the time of program completion (Banville, 2006; Metzler, 2010). For example, Banville reported that 68% of the exchanges between cooperating teachers and their student teachers focused on Planning and Instruction and Management and Motivation, the two Standards most directly aligned with NASPE's (2008) “Reflective Cycle.” Such findings suggest that candidates may consider preparation in certain Standards more salient than others. Therefore, the purpose of this study was to compare candidates' ratings of their preparedness on NASPE, AAHE and State Standards.
Method Participants were 130 candidates who completed annual exit surveys after finishing a Holmes Model masters degree program. This number represents 90% of the program completers since the program's inception in 1995. Candidates assessed their preparedness on all professional and state Standards using a 4 pt. Likert scale. Data analysis included both descriptive and inferential statistics.
Analysis/Results Although candidates considered themselves to be prepared on all Standards, they rated themselves as significantly more prepared on the Standards most aligned with the “Reflective Cycle.” Few differences in ratings were observed over the past 15 years, but when they did occur, ratings from earlier years were more favorable. NASPE, AAHE and State Standards with similar meanings were significantly related.
Conclusions In reality PETE programs probably emphasize the Standards most related to the “Reflective Cycle” and candidates' perceptions confirmed this emphasis.