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ERIC Number: EJ802418
Record Type: Journal
Publication Date: 2007
Pages: 12
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0888-4064
The First Field Experience: Perspectives of Preservice and Cooperating Teachers
O'Brian, Mary; Stoner, Julia; Appel, Kelli; House, Jennifer J.
Teacher Education and Special Education, v30 n4 p264-275 Fall 2007
This study examined perspectives of field experiences among preservice teachers and their cooperating teachers because of debate in the politically charged atmosphere of No Child Left Behind regarding teacher preparation programs. Nine pairs of preservice and cooperating teachers were observed and interviewed over the course of a semester to determine the effect of these experiences on the future educators. Interviews, observations, and documents were open coded and analyzed to determine themes. Results indicated that relationships between the pairs, based on communication and trust, were paramount to preservice teachers' development. Both preservice teachers and cooperating teachers indicated specific roles that each must engage in to maximize growth. Implications for teacher preparation programs include training of the preservice teachers, cooperating teachers, and university support staff prior to initiation of field experiences. (Contains 1 table and 2 figures.)
Teacher Education Division of the Council for Exceptional Children. Available from: Allen Press, Inc. 810 East 10th Street, Lawrence, KS 66044. Tel: 800-627-0629; Web site: http://www.tese.org
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Secondary Education
Audience: Support Staff; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001