Literaturnachweis - Detailanzeige
Autor/in | White, Meg |
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Titel | A Study of Guided Urban Field Experiences for Pre-Service Teachers |
Quelle | In: Penn GSE Perspectives on Urban Education, 14 (2017) 1, (19 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1946-7109 |
Schlagwörter | Urban Teaching; Field Experience Programs; Preservice Teacher Education; Preservice Teachers; Student Teacher Attitudes; Urban Schools; Elementary Secondary Education; School Districts; College School Cooperation; Student Surveys; Pretests Posttests; Likert Scales; Statistical Significance; Attitude Change; Placement; Role of Education; Readiness; Statistical Analysis; Qualitative Research Urban education; Stadtteilbezogenes Lernen; Praxisnahes Lernen; Lehramtsstudiengang; Lehrerausbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Schülerbefragung; Likert-Skala; Attitudinal change; Einstellungsänderung; Betriebspraktikum; Praktikum; Bildungsauftrag; Statistische Analyse; Qualitative Forschung |
Abstract | This research examined pre-service teachers' perceptions of urban schools and urban students before and after an 80-hour field experience in an urban K-12 district. The fieldwork placements were structured through a school-university partnership, and supported by university coursework. Quantitative data collected from 150 students over three semesters of a pre- and post-perceptions survey show statistical significance that a change in perceptions of pre-service teachers transpired regarding urban schools. Qualitative data collected from a post-fieldwork reflection paper further support the survey data. Results may have an impact on the manner in which teacher preparation programs address fieldwork placements in urban districts. (As Provided). |
Anmerkungen | University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |