ERIC Number: ED478496
Record Type: RIE
Publication Date: 2003-Jul
Evaluating Field-Based Placements for Preservice Teachers: Measuring the Mentoring Qualities of the Host Teachers, Student Satisfaction with Placement, and Gathering Program Evaluation Data for N.C.A.T.E. Reaccreditation.
Smoot, Sharene L.
This study collected feedback from the preservice teacher participants in a field-based teacher education program at Georgia College and State University. Respondents answered questions about the qualities of their host teachers and the environments of their host schools in the local community. In the 1999-200 school year, the ongoing study received 322 evaluations. Eighty-six percent of preservice teachers rated the teaching effectiveness of their host teachers as "good" or "excellent" in 1999-2000. As is usually the case, about 70% say they would recommend the host teacher. Preservice teachers confirmed the expectation that school support for special education and collaborative practices among host teachers was low. In 1999-2000, researchers were pleased with the functionality of the assessment instrument and the uses to which they could put the data. An appendix contains an update for the study presenting data from the 2001-2002 school year. In that year, there were 215 field placement evaluations from the fall semester and 102 from the spring semester. Ratings were generally about the same as in the previous year, although ratings of collaborative involvement of host teachers were on the rise, at 59% in 2001-2002, compared to 38% in 2000-2001. (Contains 15 tables and 16 figures.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the Teacher Education Division of the Council for Exceptional Children (Las Vegas, NV, November 6-9, 2000).