ERIC Number: ED440972
Record Type: RIE
Publication Date: 2000-Apr
The Effect of Site-Based Preservice Experiences on Elementary Social Studies Teaching Self-Efficacy Beliefs.
Wingfield, Mary; Nath, Janice L.
This study assessed the effectiveness of a site-based teacher education program for undergraduate seniors at the University of Houston. The program's final field-based year is divided into a professional development semester and student teaching. During the professional development semester, students are placed in Professional Development Sites (PDSs) around a large metropolitan area. Each site has a multicultural mix of students from lower socioeconomic status homes. During the student teaching semester, students are placed with mentor teachers and mentored by university supervisors. Study participants were preservice teachers in their final year of teacher preparation. All had been placed in a PDS cluster, and all attended methods classes, including social studies, on elementary school campuses. University instructors modeled lessons, and student teachers gradually took over teaching duties. Preservice teachers completed the Science Teaching Efficacy Belief Instrument, which measured perceived self-efficacy about social studies teaching, at two different times during two consecutive semesters. The program proved effective in that preservice teachers viewed themselves as able to teach exciting lessons using the latest methodology in social studies while also managing multicultural, lower socioeconomic status classrooms in many positive ways. (Contains 33 references.) (SM)
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 Educational Research Association (New Orleans, LA, April 24-28, 2000).