Study done on 15 teachers in 2 counties in North Florida--P. xvi. / Kimberly R. Burgess. / Typescript. / Thesis (Ph. D.)--Florida State University, 2003. / Includes bibliographical references (leaves 328-339).

In this research, data collected by the Florida Department of Education (FLDOE) for 2006-2007 and 2007-2008 program completers of the following three Florida teacher preparation programs were compared: the Initial Teacher Preparation Programs (ITP) of approved colleges and universities, District Alternative Certification Programs (DACP), the Educator Preparatory Institutes (EPI). A factor analysis was performed to identify factors perceived by program completers as important to their preparedness to teach. The factors that most closely supported completers’ perceptions of Florida teacher preparation programs regarding successful preparation for the classroom were: Planning and Instruction; Assessment, Communication and Research; Professional Responsibility and Ethical Conduct; and Use of Technology. Differences perceived by program types indicated that completers of the traditional program, initial teacher preparation (ITP),were significantly more satisfied with their preparedness to face the challenges of the classroom than were completers of school district programs (DACP) and community college programs (EPI. Although the teachers in all groups believed that their preparation ranged between effective and highly effective, the scores of the ITP group reflected significantly higher mean scores and ratings closer to highly effective than the DACP and the EPI groups. Conclusions, implications for policy and practice, and recommendations for future research were offered.