What Do Students Learn in Undergraduate Teacher Education Programs?

In 2010-11, the EBI Teacher Education Exit Assessment was completed by 3,756 undergraduate respondents. Overall, the majority of respondents reported their education program course work had enhanced key skills and abilities including learning theories, teaching methods, assessment, management of education constituencies, and classroom diversity. Students were also very satisfied with their student teaching experience.

Notable differences were observed between elementary education students and secondary education students. In general, elementary education students were more likely to report their course work had contributed to their learning than secondary education students. Elementary education students were also more satisfied with their student teaching experience. Overall, elementary education students were more likely to report the program exceeded their expectations.

1. Undergraduate teaching education programs address learning theories, teaching pedagogy and techniques.

   • The majority of respondents reported their education course work addressed teaching methods (pedagogy) and learning theories.
   • More than four out of ten respondents indicated their course work addressed the impact of technology on schools and classroom management.
   • Thirty-seven percent of respondents indicated their course work addressed theories of human development.

2. Coursework in teacher education programs addresses classroom equity and diversity, as well as assessment of student learning.

   • More than one-half of respondents reported their course work enhanced their ability to establish classroom equity in the classroom and teach children with diverse academic and ethnic backgrounds.
   • At least one-third of respondents indicated their coursework enhanced their ability to work with colleagues, work effectively with parents and work with school administrators. One-fourth indicated their coursework enhanced their ability to deal with school politics.
   • About six out of ten respondents reported their course work enhanced their ability to informally and formally assess student learning.

3. Undergraduate teacher education students are satisfied with their student teaching experience.

   • Eight out of ten respondents were satisfied with the support received from teachers in the school, the quality of the learning experience, and the quality of the cooperating teacher.
   • Three-fourths of respondents were satisfied with the quality of university supervision. The majority of respondents were satisfied with the choice of assignments and the process of securing a student teaching position.

4. Elementary education students are more likely than secondary education students to report their education coursework addressed education topics including teaching methods, learning theories, classroom management, classroom equity and diversity, managing education constituencies and assessment of student learning.

   • Sixty-five percent of elementary education respondents indicated their coursework addressed teaching methods, compared to 56% of secondary respondents.
   • Similarly, elementary education respondents were more likely than secondary education respondents to report their coursework addressed learning theories (55% compared to 45%).
   • Fifty-two percent of elementary education respondents indicated their coursework addressed classroom management, compared to 40% of secondary education respondents.
   • Elementary education respondents were significantly more likely than secondary education respondents to indicate their course work enhanced their ability to establish equity in the classroom as well as teach children from diverse academic and ethnic backgrounds.
   • Elementary education respondents were also more likely to indicate their course work enhanced their ability to work with colleagues, parents, and school administrators.
   • Two-thirds of elementary education respondents reported their course work enhanced their ability to formally and informally assess student learning, compared to 55% of secondary education respondents.

5. Elementary education students are more likely than secondary education students to be satisfied with their student teaching experience.

   • Elementary education respondents were significantly more likely than secondary education respondents to be satisfied with the quality of learning experience and the quality of the cooperating teacher.
   • Elementary education respondents were also more likely to be satisfied with the process of securing a student teaching position.

6. Elementary education students are more likely than secondary education students to indicate their education program had exceeded their expectations.

Conclusion

Overall, undergraduate education programs address learning theories and teaching pedagogy. They also enhance students’ abilities related to classroom equity and diversity as well as assessment of student learning. Undergraduate education students are also very satisfied with their student teaching experiences. In general, elementary education students are more likely than secondary education students to rate their program positively.

The EBI Teacher Education Exit Assessments measure program effectiveness from the student’s perspective. The results illuminate which learning outcomes and key dimensions of the program are the strongest and which areas need to be improved. The knowledge gained from these assessments drives and sustains continuous improvement programs and supports accreditation efforts.

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