NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1153254
Record Type: Journal
Publication Date: 2017-Oct
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0018-1560
EISSN: N/A
The Improvement of Student Teachers' Instructional Quality during a 15-Week Field Experience: A Latent Multimethod Change Analysis
Holtz, Peter; Gnambs, Timo
Higher Education: The International Journal of Higher Education Research, v74 n4 p669-685 Oct 2017
Most studies evaluating the effectiveness of school internships have relied on self-assessments that are prone to self-presentational distortions. Therefore, the present study analyzed the improvement in the instructional quality of 102 student teachers (46 women) from a German university during a 15-week internship at a local secondary school across three rating sources: the student teachers themselves, their students, and their mentors (experienced teachers). A latent multimethod change analysis identified a significant increase in instructional quality during the practice semester. However, ratings from the three informant groups only marginally converged.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A