ERIC Number: ED308164
Record Type: RIE
Publication Date: 1989-Mar-31
Reference Count: N/A
Student Teachers' Concerns and the Student-Teaching Experience: Does Experience Make a Difference?
Maxie, Andrea Peters
This study describes and analyzes the student teaching experience and its role in the development of a select group of elementary-level student teachers. The research proposed to determine, qualitatively, the concerns of student teachers; to determine change in student teachers' concerns; and to describe and analyze the role of the student teaching experience in terms of factors perceived to influence student teachers' concerns and teacher development. The theoretical framework for describing teachers' concerns was Fuller's (1969) developmental conceptualization of the concerns of teachers. The principal questions addressed were: (1) What are the concerns of elementary-level student teachers? (2) Who are the significant individuals (or individual) in the student teaching experience? (3) What types of assistance do student teachers perceive they need? and (4) What is the perceived importance of the context of student teacher--the university and public school--in teachers' concerns and teacher development? The study provides an in-depth descriptive, analytic, and interpretive account of common characteristics and themes across individual case studies. A summary of findings includes implications for research and practice. (JD)
Descriptors: Cooperating Teachers, Developmental Stages, Educational Environment, Elementary Education, Elementary School Teachers, Field Experience Programs, Higher Education, Individual Needs, Preservice Teacher Education, Socialization, Student Teacher Attitudes, Student Teaching, Teaching Experience
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 27-31, 1989).