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ERIC Number: ED214935
Record Type: RIE
Publication Date: 1982-Feb
Pages: 12
Abstractor: N/A
Reference Count: 0
The Effect of Increased Exploratory Field Experiences Upon the Perceptions and Performance of Student Teachers.
Henry, Marvin A.
This study examined whether increased exploratory field experiences affected the perceptions and evaluations of secondary school student teachers at Indiana State University. Studied were 238 student teachers who were simultaneously undergoing two different professional preparation programs: 154 were in a program requiring only one field experience, and 84 were in a program requiring a minimum of four exploratory field experiences prior to student teaching. Two instruments were used for analysis. A questionnaire asked student teachers to report their feelings of adequacy in performing designated teaching skills and to identify major problems during student teaching; an evaluation form was completed by supervising teachers. A chi-square analysis of significance was conducted for both instruments since they were on a Likert scale. Results indicated that a significant difference existed in three of the 20 teaching skills: (1) writing and teaching a behavioral objective; (2) assisting pupils with reading difficulties; and (3) teaching handicapped students. There was no significant difference for any of the 26 factors on the evaluation form. The major problem reported by student teachers was discipline. The study's results led to the conclusion that increased field experiences had little or no effect upon student teacher evaluations or student teacher perceptions of their ability to perform designated teaching tasks. Further study is recommended to isolate variables that may be related to field experiences and their impact upon student teaching. (Author/JD)
Publication Type: Speeches/Meeting Papers; Reports - Research; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Indiana State University
Note: Paper presented at the Annual Meeting of the Association for Teacher Educators (Phoenix, AZ, February 16, 1982).