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ERIC Number: EJ694118
Record Type: Journal
Publication Date: 2004
Pages: 12
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0888-4064
Fieldwork Requirements in Special Education Preparation: A National Study
Prater, Mary Anne; Sileo, Thomas W.
Teacher Education and Special Education, v27 n3 p251-263 Sum 2004
National reports (e.g., A Nation at Risk) and legislation (e.g., No Child Left Behind) call for improved teacher preparation. One area of concern relates to inadequate preparation of teachers for the reality of the classroom. We were interested in determining the role of practicum experiences in special education teacher preparation. Surveys were mailed to randomly selected Institutions of Higher Education (IHEs). Faculty responded to questions regarding teacher candidate field experiences. Results indicated that in most cases, faculty and/or staff members in the special education unit are responsible for locating and assigning students to field placements. The most typical response to minimum qualifications for cooperating or mentoring teachers was an appropriate teaching license and at least 3 years of teaching experience. Most cooperating/ mentoring teachers are paid an honorarium averaging $147. University faculty members supervise about 12 students each for fieldwork prior to student teaching. However, during student teaching, most supervisors are assigned approximately 7 students. The results of this study present a snapshot of current practice in fieldwork in special education preparation. Additional research is needed particularly to examine the role fieldwork plays in future teacher success.
Allen Press, Inc., 810 E. 10th St., Lawrence, KS 66044. Tel: 800-627-0629 (Toll Free).
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001