International Journal of Education and Social Science (IJESS)

This research explored the relationship between effective practices studied and practical application within the classroom in order to identify best practices in preparing teachers for secondary school classrooms. The study examined effective teaching practices taught in a teacher preparation program and how the theory of using them aligns with practical application in the classroom. The participants involved are first year teachers who have recently completed a program of alternative licensure teacher education courses. An initial survey was conducted on completion of their coursework. This survey determined which effective practices, learned in the program, they perceived would be the most effective in the classroom. A follow-up survey, classroom observation, and interviews were conducted mid-way through their first year of teaching to determine which practices had actually been the most effective. Additionally, administrators were interviewed to share how they are able to measure or assess teachers effectiveness of implementing these best practices. Results are reported together with initial implications for organizations that prepare teachers for today’s classrooms. Instruments employed in the study are included so that it may be easily replicated.