Practicum Student Perceptions of Major Constructs of ECE Classroom-Based Field Experiences: Relationships, Fit, Learning, Efficacy, and Satisfaction

Autor/inn/en	LaParo, Karen M.; Siskind, Demi
Titel	Practicum Student Perceptions of Major Constructs of ECE Classroom-Based Field Experiences: Relationships, Fit, Learning, Efficacy, and Satisfaction
Quelle	In: Journal of Early Childhood Teacher Education, 43 (2022) 3, S.450-473 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2022.2054033
Schlagwörter	Teacher Education Programs; Practicums; Early Childhood Education; Student Teaching; Field Instruction; Student Teachers; Preschool Teachers; Self Efficacy + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching practice; Unterrichtspraxis; Praxisklasse; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Self-efficacy; Selbstwirksamkeit
Abstract	Teacher Preparation Programs (TPPs) support the development of a high-quality, effective workforce. Although increasing attention from education researchers has centered on the quality of ECE programming for children, fewer studies have been conducted on TPPs that support the development of the workforce who staff many of these programs. The current paper describes a data collection process focused on classroom-based Fin one TPP and presents examples of descriptive data from practicum students on major constructs related to classroom-based field experiences, including: relationships and fit with mentor teacher; perspectives on how classroom-based field experiences contribute to learning and align with coursework; perceived teaching efficacy; and satisfaction with classroom-based field experiences. These constructs are aligned with competencies from related ECE professional organizations to underscore their relevance to the development of effective, high-quality teachers. The guiding framework; research design and procedures; key findings; and data utilization and implications for classroom-based field experiences within ECE TPPs are presented and discussed. Areas for future research are also highlighted. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01