The quality of teacher training has been rated good or very good by most newly-qualified teachers. However, improvement is needed in some key areas.
Of the new recruits surveyed, 86 per cent rated their training as good. But many were concerned that they were ill-equipped to deal with bad behaviour and children with special needs.
Overall the quality of training was rated as adequate by 13 per cent and poor by 1 per cent.
The study of more than 10,000 NQTs who completed their training in 20012 was carried out by the Teacher Training Agency. It found that new teachers needed more help with the use of information and communications technology, and better training to help pupils from ethnic-minority backgrounds.
The quality of training in special needs education was rated as poor by 16 per cent, while 39 per cent said they were not adequately prepared to teach children who have English as a second language.
However, the proportion of new recruits who gave a top rating rose by four percentage points on the previous year - the highest since the survey was first carried out in 2000.
The TTA said it was the first time NQTs had been asked about their experience of training in special needs and English as a second language and these areas needed to be looked at further.
Primary and early-years teaching was rated as good or very good by 86 per cent of those who took an undergraduate route and by 84 per cent of postgraduates.
But there were different levels of satisfaction in training across subjects at secondary level, ranging from 73 per cent rating ICT training very good or good, to 93 per cent for history.
Ralph Tabberer, chief executive of the TTA, said concerns would be raised with universities and colleges.
He said: "The results from this survey are encouraging and support what headteachers and the Office for Standards in Education are telling us - that the quality of training and NQTs is better than ever.
"People now thinking about becoming a teacher can be confident that the training will provide them with the theory and practical experience they need to teach effectively. It will ensure they are ready from their first day to help every child achieve their potential.
"The survey highlights some areas where trainees feel they need additional support and guidance. We shall discuss those in detail with the universities, colleges and schools which provide training as we work to continue to raise standards and prepare high-quality professionals for schools."