| The purpose of this study was to examine the differences in Family and Consumer Sciences teacher preparation between bachelor degree programs and Master of Arts in Teaching (M.A.T.) degree programs nationally as perceived by first-year teachers.; The target population for this study was United States' Family and Consumer Sciences teachers who graduated with a bachelor or M.A.T. degree in Family and Consumer Sciences education during spring of 1997 through spring of 2006. Thirty-eight teachers completed an online inventory that examined their perceived content knowledge, general pedagogical knowledge, and pedagogical content knowledge during their first year of teaching, and the perceived quality of their student teaching during their teacher preparation.; Data collected were statistically analyzed using descriptive statistics and correlations. While the majority of participants indicated they felt prepared in the areas examined, they perceived that some areas need improvement: resolving classroom management behavior problems, teaching students with limited English proficiency, contributing to and implementing Individualized Education Plans, adapting instruction and developing assessment for gifted and talented students, and adapting instruction and developing assessment for special education students.; Participants also perceived their student teaching as positive. Eighty-three percent of participants reported the length of their student teaching was appropriate, and 94% of participants assigned a letter grade of A or B to their student teaching experience. |
