NotesFAQContact Us
Search Tips
ERIC Number: ED342757
Record Type: Non-Journal
Publication Date: 1992-Feb
Pages: 13
Abstractor: N/A
Reference Count: N/A
Teacher Education Reform and Increased Student Field Placements: A Case Study of Perceptions from Minnesota's Schools and Colleges.
Towers, James; Peckover, Roger
Support is growing for the expansion of field-based experiences in the preparation of teachers. Such expansion raises the question of the potential impact of large numbers of teachers-in-training on the monetary and human resources of teacher education programs and K-12 schools. Research was conducted to begin to answer this question in Minnesota. A questionnaire was sent to all elementary, middle level, and high school principals and to the highest ranking administrator in each of the teacher education programs in Minnesota. A total of 144 survey instruments were completed and returned (63 percent). Survey questions focused on: (1) how increased placements would affect teacher education programs and host schools; (2) how increased placements would affect relations between school districts and teacher education programs; and (3) responsibility for costs associated with increased placements. Results suggest that elementary level principals see potential usefulness for additional teachers-in-training; middle level and high school principals see value but have greater reservations. Chief administrators in teacher education programs indicate significant concern for expanded placement programs; deans and chairs think additional field placements will be a burden on human resources within their own programs and those of the host schools. (LL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota