ERIC Number: ED394915
Record Type: RIE
Publication Date: 1996-Feb
Reconceptualizing Student Teaching: A STEP Forward.
Burk, Jill; And Others
This study investigated the effects of a newly redesigned teacher education internship program at West Texas A&M University, the STEP (Student/Teacher Expanded Program) program, on teaching interns' performance. STEP participants were placed in 1-year internships and paid 75 percent of a beginning teacher's salary. Carefully screened teachers who exemplified excellence in their field and who were provided with training in cognitive coaching mentored the participants. The university supervisor, the mentor teacher, and the building administrator also participated in the mentoring process. Nine students in a traditional student teaching program formed a control group. Teacher performance was assessed using a survey to measure perceived attainment of state proficiencies for teachers; reflective journals, portfolios and videotapes produced by interns; and a final project evaluation completed by interns, principals, and mentor teachers. Quantitative evaluation found that the STEP participants received higher ratings than the control group, particularly in Proficiencies of Learner-Centered Knowledge and Equity in Excellence. In qualitative evaluation STEP participants were more concerned with student learning, needs, and welfare, while the control group were more concerned with their own performance. Overall, the findings confirmed that the STEP program was superior to the traditional teaching preparation program. The study instrument is appended. (Contains 14 references.) (JB)
Descriptors: Competency Based Teacher Education, Cooperating Teachers, Demonstration Programs, Elementary Secondary Education, Higher Education, Internship Programs, Job Performance, Mentors, Preservice Teacher Education, Program Design, Program Effectiveness, Student Teacher Supervisors, Student Teachers, Student Teaching
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (48th, Chicago, IL, February 21-24, 1996).