NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ810842
Record Type: Journal
Publication Date: 2008-Jan
Pages: 17
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-0887-8730
Field Placement Treatments: A Comparative Study
Parkison, Paul T.
Teacher Educator, v43 n1 p29-45 Jan 2008
Field placement within teacher education represents a topic of interest for all preservice teacher programs. Present research addresses a set of important questions regarding field placement: (1) What pedagogical methodologies facilitate deep learning during field experiences? (2) Is there a significant difference in treatment effect for elementary education majors as opposed to secondary education majors? By conducting a focused study of the current pedagogical methods being utilized in a Middle Level Instruction and Curriculum course it was possible to evaluate treatment effect on the enhancement of preservice teacher self-efficacy and dispositional preparation. Utilizing a Multivariate Analysis of Variance (MANOVA) experimental design with repeated-measures, treatment effect on preservice teacher self-efficacy was evaluated based on the Fuller Scale of Concerns. This research facilitates a more data-driven discussion of the appropriate pedagogical methodology for the development of preservice teachers' attitudinal orientation and dispositions. (Contains 1 figure and 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A