ERIC Number: ED227059
Record Type: Non-Journal
Publication Date: 1983-Feb-1
Reference Count: N/A
Two Perspectives of Early Field Experiences: Inservice and Preservice Teachers.
Martin, Ralph E., Jr.; Wood, George H.
A study was made at Ohio University (Athens) to evaluate the perspectives of cooperating teachers and field experience students on: (1) problems cooperating teachers had in assisting field experience students; (2) help cooperating teachers received from field experience students; and (3) field experience students' perceived usefulness of the experience. A sample of 26 secondary school cooperating teachers agreed or disagreed with previous research findings which indicated that cooperating teachers believed the most pressing problems were concerned with knowing university expectations, field experience students' attendance, and field experience students' lack of teaching skills. The Ohio University sample indicated the most pressing problems as being the cooperating teachers' lack of time to spend with field experience students, lack of audiovisual and teaching skills, and field experience students' low interest in getting to know other school personnel. Field experience students ranked as the greatest problems their inability to operate audiovisual equipment, and the university's lack of knowledge of what they had done or ought to do. Cooperating teachers indicated that field experience students were of assistance in paperwork, released cooperating teachers for small group and individualized work, provided some increased student motivation, and had a positive influence on the class. Potential problem areas were identified as field experience students' passive attitudes, difficulty in placing some field experience students, and limited university involvement. Field experience students' evaluation of the experience indicated a high level of perceived attainment of the attitudes, skills, and understanding desired by the cooperating teachers. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A