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ERIC Number: ED375088
Record Type: Non-Journal
Publication Date: 1994-Apr
Pages: 14
Abstractor: N/A
Reference Count: N/A
"This School Is a Terrible Place. The Kids Don't Listen": Contextual Influences on Preservice Teachers' Professional Growth in an Early Field Placement.
Richards, Janet C.; And Others
The purpose of this longitudinal qualitative inquiry was to describe the socially constructed, negotiated, and contextual nature of an early field placement in an urban elementary school. The objectives were to document subtle changes over time in preservice teachers' reading/language arts subject matter knowledge and teaching beliefs and behaviors in an early field placement, and to determine how the contextual influences of an urban elementary school contribute to these changes in both positive and negative ways. The participants in the study were 75 elementary education majors enrolled in a reading/language arts methods block designated as an early field experience. Data sources were formal and informal observations, interviews, field notes, dialogue journals, final reflective statements, and interpretations of researcher-devised illustrations depicting teaching methods. Results indicated that most of the preservice teachers experienced increasing frustrations after a few teaching sessions, became preoccupied with group management concerns, did not construct knowledge about reading/language arts until the end of the semester, developed a sense of responsibility and concern for students' instructional and emotional needs, came to value the field experience, experienced a decrease in prejudice towards culturally diverse and at-risk students, and became more flexible. Educational implications are discussed. (Contains 25 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A