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ERIC Number: ED441792
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 22
Abstractor: N/A
Reference Count: N/A
The Challenge of Impacting Preservice Teachers' Beliefs: A Comparison of Traditional and Field Based Programs.
Cohen, Myrna D.; Nath, Janice L.
This study compared preservice teachers' perceptions of their changing philosophies of education, comparing the reports of graduates from traditional, university-based programs with reports of graduates from intensive field-based programs. For eight semesters, teacher education graduates received a program evaluation survey in the mail 2 weeks after graduation. The survey asked about their educational philosophy, whether it had changed, and why. Data from 428 student responses highlighted seven themes: (1) practitioner concerns of a practical nature; (2) critical/evaluative comments; (3) realization of self-development; (4) education in a broader spectrum; (5) specific agreement with the program; (6) specific disagreement with the program; and (7) vacuous comments. Graduates of the intensive field-based program reported least in the category of personal growth. They did not differ greatly from other students in acknowledging a change in their educational philosophy over the course of the program. Field-based students commented least on agreement with the methods that the program espoused (constructivist and student-centered), although there was higher agreement among them concerning the classroom climate and affect advocated in the program. Field-based graduates were less competent in articulating their philosophies, as they had the highest percentage of vacuous, generic comments. (Contains 3 tables and 10 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A