ERIC Number: ED360279
Record Type: RIE
Publication Date: 1993-Apr
Reference Count: N/A
Pedagogical Field Experience or None: A Comparison Study Report.
Rothenberg, Julia; And Others
Prospective teachers and their supervisors completed a pre- and post-student teaching questionnaire concerning the perceived impact of education and training on their capabilities to teach. Forty-one undergraduate and 18 graduate student teachers participated, along with 66 supervisory teachers. Extensive practica, consisting of over 400 hours in elementary school classrooms, had been introduced to the undergraduate teacher education program but not to the graduate school program. Results indicated that student teachers began student teaching quite confident in their beliefs about their education, training, and ability to teach. After they completed two student teaching placements of 7 weeks each, they felt even more positive about their ability to teach elementary subjects, to use specific teaching methods and strategies, and to manage a classroom in general. Undergraduate students were more confident than graduates at the post-questionnaire point. Following the student teaching experience, supervisors conveyed a positive belief about undergraduate student teachers' general preparation to teach, with 76 percent of the supervisory teachers of undergraduates ranking their students at the 2 highest levels, while only 40 percent of the supervisory teachers of graduate students did so. Factors explaining these intergroup differences are considered. (JDD)
Descriptors: College Outcomes Assessment, Cooperating Teachers, Elementary Education, Graduate Study, Higher Education, Practicums, Preservice Teacher Education, Preservice Teachers, Questionnaires, Self Concept, Self Esteem, Self Evaluation (Individuals), Student Attitudes, Student Teacher Supervisors, Student Teaching, Teacher Attitudes, Teacher Evaluation, Teacher Qualifications, Undergraduate Study
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 (Atlanta, GA, April 12-16, 1993).