ERIC Number: ED341658
Record Type: RIE
Publication Date: 1991-Nov
Reference Count: N/A
Intern/Student Teachers at the University of Tennessee College of Education as Perceived by Their Cooperating Teachers: A Pilot Study.
Jivelekas, Pete; And Others
In 1987, in an effort to reform their preservice teacher education program, the University of Tennessee initiated a 5-year extended teacher training program. In contrast to traditional 4-year programs, future teachers begin their fifth year of professional study as interns after earning a baccalaureate degree in a subject area. This study was conducted to compare the teaching performance of the interns and the traditionally prepared student teachers. Participants in the study were cooperating teachers and 43 elementary and secondary teachers. The study utilized a survey instrument designed to examine cooperating teachers' perceptions of the teaching performance and effectiveness of their assigned student teachers in the traditional 4-year program and interns in the 5-year program. The questionnaire consisted of 24 items of an attitudinal nature and a two-part question concerning overall impressions of the cooperating teacher with respect to preparation of interns and student teachers. Findings suggest that there was no significant difference in ratings given to student teachers and interns. Three appendixes include a copy of the Intern/Student Teacher Questionnaire, a Question Responses Frequency Count, and Demographic Response Tabulations. (LL)
Descriptors: Attitude Measures, Comparative Analysis, Cooperating Teachers, Elementary Secondary Education, Evaluation Utilization, Extended Teacher Education Programs, Higher Education, Pilot Projects, Preservice Teacher Education, Rating Scales, Student Teacher Supervisors, Student Teachers, Teacher Attitudes, Teacher Interns
Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Identifiers: Nation at Risk (A); Nation Prepared (A); University of Tennessee Knoxville
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Lexington, KY, November 13, 1991).