Literaturnachweis - Detailanzeige
| Autor/inn/en | Wasburn-Moses, Leah; Kopp, Tom; Hettersimer, Jill E. |
|---|---|
| Titel | Prospective Teachers' Perceptions of the Value of an Early Field Experience in a Laboratory Setting |
| Quelle | In: Issues in Teacher Education, 21 (2012) 2, S.7-22 (16 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1536-3031 |
| Schlagwörter | Teacher Effectiveness; At Risk Students; Program Effectiveness; Field Experience Programs; Laboratories; Student Diversity; Preservice Teachers; Teacher Attitudes; Tutoring; Nontraditional Education; Teacher Characteristics; Teacher Role; Public Colleges; Rural Areas; Measures (Individuals) |
| Abstract | Because there is limited research on effective early field experiences and, particularly, on the potential of laboratory experiences to expose teacher candidates to a diverse student population, this study evaluates one such placement. As part of the placement, the teacher candidate provided tutoring at an on-campus model alternative program for at-risk youth. The purpose of this study is to describe the impact of this field placement on first- and second-year teacher candidates. Based on the need to (a) understand what prospective teachers learn from an early field experience designed to provide exposure teaching diverse learners, and (b) examine the impact of laboratory experiences on prospective teachers, the study was guided by two research questions: (1) Did the field experience change participants' views of becoming a teacher?; and (2) What dimensions of learning did participants identify as an outcome of the experience? In conclusion, participation in this laboratory field experience appeared to reinforce most of the participants' plans to pursue a teaching career. Participants indicated that they learned about the characteristics of a good teacher and good teaching as well as about student diversity. They also noted learning about their ability or teachers' ability in general to make a difference and that they learned more about themselves from trying on the role of the teacher. The experience appeared to be successful in that it exposed students to diverse learners in a manner that allowed them to remain positive about students and their potential as teachers to make a difference. (Contains 3 tables.) (ERIC). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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