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ERIC Number: ED439129
Record Type: Non-Journal
Publication Date: 2000-Feb-27
Pages: 13
Abstractor: N/A
Reference Count: N/A
Do Preservice Teachers Given "Early Field Experiences" and "Integrated Methods Courses" Do Better Than Students in the Traditional Teacher Education Program? (A Longitudinal Plan To Evaluate a University's Redesign of Its Teacher Education Program).
Godt, Pamela Terry; Benelli, Cecelia; Kline, Rhonda
Western Illinois University's College of Education and Human Services is redesigning its undergraduate teacher education program. The program places volunteer freshmen in real classrooms for long-term observations and volunteer assistance, eventually leading up to a full range of teaching opportunities. Also, coursework is presented in an integrated fashion. Four cohorts of students have already begun participating in the new program, while the rest of the students remain in the traditional teacher education program. Assessment of the new program includes monitoring of coursework performance, certification tests, portfolios, philosophy of education statements, beliefs about teaching, and fieldwork experiences. Data on student demographics and grade point average are also being collected. The longitudinal evaluation will see whether presenting earlier, sustained incremental field experiences will result in improved teaching expertise and performance, and whether providing integrated coursework in a combined methods block, combined with integrated field experiences, will result in more effective presentations of integrated lessons by preservice teachers during their coursework and after graduation. Data collection will span 4 years, monitoring students in the new and traditional programs. Already, data show several academic and demographic differences between the groups, as well as differences between the groups on teacher beliefs. (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A