Quality and Early Field Experiences: Partnering with Junior Achievement

Autor/inn/en	Piro, Jody S.; Anderson, Gina; Fredrickson, Rebecca
Titel	Quality and Early Field Experiences: Partnering with Junior Achievement
Quelle	In: Teacher Educator, 50 (2015) 1, S.31-46 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2014.975060
Schlagwörter	Partnerships in Education; Field Experience Programs; Educational Quality; Preservice Teacher Education; Preservice Teachers; Early Experience; Student Teaching; College School Cooperation; Pilot Projects; Undergraduate Students; Qualitative Research; Statistical Analysis; Beliefs; Participant Satisfaction; Student Teacher Attitudes; Likert Scales; Student Surveys; Self Efficacy; Interpersonal Relationship; Praxis; Reflection; Program Effectiveness; Program Evaluation; Educational Responsibility; Philanthropic Foundations + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Praxisnahes Lernen; Quality of education; Bildungsqualität; Lehramtsstudiengang; Lehrerausbildung; Frühbeginn; Teaching practice; Unterrichtspraxis; Pilot project; Modellversuch; Pilotprojekt; Qualitative Forschung; Statistische Analyse; Belief; Glaube; Likert-Skala; Schülerbefragung; Self-efficacy; Selbstwirksamkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Programme evaluation; Programmevaluation; Erziehungsverantwortung; Philanthropismus
Abstract	This study explored the perceptions of preservice teacher candidates who participated in a pilot partnership between a public teacher education preparation program and Junior Achievement (JA). The partnership was grounded in the premise that providing early field experiences to preservice teacher candidates was a necessary requirement of quality teacher education. In an introductory pedagogy course, preservice teacher candidates in their junior year participated in a five-week field experience where they taught JA lessons in partnership schools. The results suggested that preservice teacher candidates perceived an expanded sense of comfort with teaching strategies, classroom management, and diversity during the actual teaching of the lessons in the field experience. Additionally, participants reported increased confidence levels with their own preparation to teach. The partnership with JA that provided a quality, early field experience may have enhanced the general pedagogical proficiencies needed for preservice teachers to succeed as practicing educators. Suggestions for creating a partnership with JA are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01