An Evaluation of Field Experiences for the Preparation of Elementary Teachers for Science, Mathematics, and Technology.

Autor/in	Wilson, Janell D.
Titel	An Evaluation of Field Experiences for the Preparation of Elementary Teachers for Science, Mathematics, and Technology.
Quelle	(1994), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Alternative Teacher Certification; Elementary Education; Field Experience Programs; Higher Education; Mathematics Education; Methods Courses; Preservice Teacher Education; Program Effectiveness; Program Improvement; Science Education; Self Efficacy; Student Teachers; Teacher Attitudes; Technology Education + Suchen Sie Ihr Suchwort? Elementarunterricht; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematische Bildung; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Naturwissenschaftliche Bildung; Self-efficacy; Selbstwirksamkeit; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerverhalten; Technisch-naturwissenschaftlicher Unterricht
Abstract	The purpose of this study was to evaluate the degree of self-efficacy preservice teachers developed as a result of participating in field experiences, types of field experiences that were the most beneficial for the professional development of the preservice teachers, and the degree to which pre-stated outcomes were addressed by the field experiences. Data were collected through two surveys (the Science Teacher Efficacy Belief Inventory (STEBI) Form B and the Field Experience Evaluation Form (FEEF)) administered to elementary preservice teachers enrolled in an innovative certification program. Personal interviews were also conducted and analyzed using comparative analysis techniques. Results of the study indicated: (1) the self-efficacy of preservice teachers increased with field experiences that were clearly defined, logically sequenced with a pattern of slow introduction into the clinical sites, and planned for and practiced before implementation; and (2) field experiences that allowed the preservice teacher to participate in small teams were found to be more beneficial to the professional development of the preservice teachers. Results of the interviews were congruent with the FEEF results. Club activities and the classroom team presentations were identified as the field experience activities which were most beneficial to the professional development of the preservice teachers because they allowed them to spend time in the classroom setting and to practice developing lesson plans and presenting the lesson. Contains seven references. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC