ERIC Number: ED500201
Record Type: Non-Journal
Publication Date: 2006-Feb
What Do Teacher Candidates Have to Say about their Clinical Experiences?
Singh, Delar K.; Stoloff, David L.
Online Submission, Paper presented at the Annual Meeting of the Association of Teacher Educators (ATE) (Atlanta, GA, Feb 18-22, 2006)
Field experiences and clinical practice are considered the most important and most influential component of teacher preparation programs. The National Council for the Accreditation of Teacher Education Programs (NCATE) has established six standards to measure the effectiveness of teacher education programs; field experiences and clinical practice represent Standard 3. The NCATE requires that teacher education programs design, implement and, evaluate field experiences and clinical experiences so that teacher candidates can develop as well as demonstrate the knowledge, skills, and dispositions necessary to help all P-12 pupils learn. According to the NCATE, field experiences constitute an integral component of teacher preparation programs because they allow teacher candidates to apply and reflect on their content, professional, and pedagogical knowledge. There is little disagreement amongst professionals about the significance of clinical experiences. However, at the same time, as ascertained by the Education Commission of the States (ECS), in the context of abundant variety that exists in the design, implementation, and evaluation of field experiences, the research is reticent about what exactly makes a field experience desirable and successful. Driven by the need and motivation to capture the salient attributes of a successful field experience, we conducted a pre-experiment. The findings of our pre-experiment indicate that majority of our teacher candidates agree or strongly agree that the field experience has made a considerable impact on their beliefs about teaching and learning and that it has been a vital component of their teacher preparation. Despite limitations of small sample size and experimenter bias, our study is significant. It has captured the perceptions of teacher candidates about their clinical experiences.
Descriptors: Preservice Teacher Education, Teacher Education Programs, Field Experience Programs, Pedagogical Content Knowledge, Student Teacher Attitudes, Academic Standards, Program Effectiveness, College School Cooperation, Internship Programs, Apprenticeships, Professional Development Schools, Teaching Experience
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A