ERIC Number: ED441792
Record Type: Non-Journal
Publication Date: 2000-Apr
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)
Descriptors: Attitude Change, Attitude Measures, College School Cooperation, Educational Philosophy, Elementary Education, Field Experience Programs, Higher Education, Preservice Teacher Education, Professional Development Schools, Program Evaluation, Student Teacher Attitudes, Student Teachers, Student Teaching
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A