An Investigation of Teacher Candidates' Professionalism and the Effectiveness of Direct Instruction

• Published in: Texas Association for Literacy Education Yearbook Vol. 6; pp. 49 - 54
• Main Authors: Hughes, Crystal D, Diego-Medrano, Elsa
• Format: Journal Article
• Language: English
• Published: Texas Association for Literacy Education 2019
• Subjects: Direct Instruction; Ethics; Knowledge Level; Outcomes of Education; Preservice Teacher Education; Preservice Teachers; Professionalism
• ISSN: 2374-0590

The most recent generation of graduates, known as millennials -- those born between the years of 1981 and 1996 -- are entering the workforce and the teaching profession. A recent publication indicated that millennials now comprise approximately 50% of the workforce, and they will make up 75% by the year 2030 (Emmons, 2018). As millennials enter the work force, there have been conflicts due to generational differences and a lack of professionalism in the workplace (Pew Research Center, 2015). Because teachers interact with students, parents, colleagues and administrators on a daily basis, they must act in a professional manner at all times. Educator Preparation Programs have become aware of the conflicts between generations, particularly in regard to the lack of professionalism, and have implemented professional standards for their candidates to uphold while in the program and out in the field (CCSSO, 2013). The main purpose of this study was to collect data to review the impact that specific courses geared toward professionalism in the workplace had on teacher candidates in an educator preparation program. As such, data was collected through candidate self-evaluation and instructor input.