Perceptions of Field Situations Reported by Participating Teachers and Teacher Candidates in the New Performance-Based Undergraduate Program for the Education of Teachers at Brooklyn College, Fall 1972.

Autor/in	Sacay, Valerie H.
Institution	City Univ. of New York, Brooklyn, NY. Brooklyn Coll.
Titel	Perceptions of Field Situations Reported by Participating Teachers and Teacher Candidates in the New Performance-Based Undergraduate Program for the Education of Teachers at Brooklyn College, Fall 1972.
Quelle	(1972), (59 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Competency Based Teacher Education; Cooperating Teachers; Evaluation; Preservice Teacher Education; Questionnaires; Teacher Interns; Teaching Experience + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Evaluierung; Lehramtsstudiengang; Lehrerausbildung; Fragebogen
Abstract	The purpose of this study was to determine teacher candidates' and participating teachers' perceptions of selected categories of field experiences under the Performance-Based Undergraduate Program for the Education of Teachers at Brooklyn College during the fall 1972 semester. Teacher candidates who received questionnaires were selected by a random sampling of all classes at every level. The group of participating teachers receiving questionnaires included all those who worked with or had in their classrooms undergraduate teacher candidates during the fall 1972 semester. Perceptions of field experiences from teacher candidates were quite favorable overall--especially in effective communication with pupils and participating teacher-teacher candidate cooperation. However, it was evident that more opportunities to plan instruction and increased contact with guidance personnel and with parents were needed. Participating teachers received questionnaires in which they rated teacher candidates on 13 behaviors likely to occur in the school. Results were divided according to level, initial experiences, subsequent experiences, and student teaching. The results indicated the following. Overall, ability to maintain proper relations with the participating teacher was very highly perceived, but the reciprocal giving and taking of suggestions was not so highly perceived. Although the largest percentage of time was devoted to tutoring pupils, comparatively little time was involved in planning this tutoring work under supervision. (PB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01