A study of the effectiveness of a pre‐student teaching experience in promoting positive attitudes toward teaching

Austin-Martin, George; Bull, Diana; Molrine, Charlotte

doi:10.1080/01619568109538327

Cited by 9 publications

(7 citation statements)

References 4 publications

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“…These finding verified the comments made by previous studies (Anderson, Barksdale, & Hite, 2005;Austin-Martin et al, 1981;Steele, 2010).…”

Section: Field Experiences Effects On Self-preservation Concerns Befosupporting

confidence: 82%

“…Anderson, Barksdale, & Hite, 2005;Austin-Martin et al, 1981;Steele, 2010) have found that when beneficial field experiences have been offered to PSTs, self-efficacy tends to increase before the student-teaching experience. The findings of this portion of the study began by focusing on what types of early field experiences were experienced by the PSTs in the Traditional and SKyTeach programs.…”

Section: Summary Of Early Field Experiencesmentioning

confidence: 99%

“…The research indicated that when PSTs were given specific objectives on which to focus and reflect, observational field experiences proved to be effective learning tools (Anderson, Barksdale, & Hite, 2005;Austin-Martin et al, 1981;Steele, 2010). When…”

Section: Characteristics Of Field-experience Programs the National Cmentioning

confidence: 99%

“…Austin-Martin, Bull, & Molrine, 1981;Beeth & Adadan, 2006;Capraro et al, 2010;McIntyre, 1984;Scherer, 1979). All student-teaching practica require student teachers to develop lesson plans and units, but some require only a few weeks of actual instruction time.…”

Section: Characteristics Of Field-experience Programs the National Cmentioning

confidence: 99%

“…This can be conducted early in the educational process or during the student-teaching practicum (Austin-Martin, et al, 1981;Scherer, 1979). Instructional practice involves tutoring small groups of children, delivering a ready-made lesson, or planning and co-teaching a lesson with a peer instructor or mentor teacher (McIntyre & Killian, 1987, Steele, 2010.…”

Section: Characteristics Of Field-experience Programs the National Cmentioning

confidence: 99%

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The effects of highly engaged field experiences and multi-faceted mentoring stategies on ameliorating pre-service teacher concerns.

Harris¹,

Diane²

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Harris, Twyla Diane 1959-, "The effects of highly engaged field experiences and multi-faceted mentoring stategies on ameliorating preservice teacher concerns." (2015). Hamman, & Olivarez, 2007; Gold, 1985). A strategy for addressing attrition is to reduce self-preservation concerns in pre-service education programs.This study used a mixed-methods quasi-experimental research design to examine two STEM teacher education programs, with the long-term goal of improving STEM teacher retention. The first, "SkyTeach", incorporated instructional experiences and an assortment of mentoring models prior to student teaching. The second program utilized primarily observational field experiences and academic advisors preceding student teaching. This study investigated how engaged field experiences and multi-faceted mentoring impacted pre-service teacher concerns.Concerns measured included self-preservation, task-related, and impact concerns.Quantitative results showed no significant differences between Traditional and SKyTeach vi pre-service teachers (PST) on any concern before student teaching. Both programs possessed moderate levels of individual concerns. A qualitative investigation into self-preservation concerns revealed that Traditional PSTs recorded mainly content concerns; whereas SKyTeach PSTs primarily noted respect concerns before student teaching. Qualitative findings denoted a shift in Traditional PSTs' concerns from content to respect concerns, whereas SKyTeach self-preservation concerns essentially disappeared by end of student teaching.Impacts of mentoring and field experiences on self-preservation concerns were investigated. Before student teaching, Traditional PSTs experienced primarily observational experiences; whereas, SKyTeach PSTs had instructional practice experiences. Those PSTs with more instructional practices concluded that they were not intimidated by the upcoming teaching experience. Traditional PSTs identified academic advisors as mentors and SKyTeach identified a variety of mentors prior to student teaching. During student teaching, both programs stated their primary mentors were their cooperating teachers and university supervisors. SKyTeach PSTs also relied on SKyTeach Master Teachers as a secondary source of counsel. This evidence indicated that the presence of a trained mentor reduced self-preservation concerns.This study found having a mentor who provided a triad of support coupled with the focused observational and instructional field experiences helped reduce self-preservation concerns among PSTs before student teaching.

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“…These finding verified the comments made by previous studies (Anderson, Barksdale, & Hite, 2005;Austin-Martin et al, 1981;Steele, 2010).…”

Section: Field Experiences Effects On Self-preservation Concerns Befosupporting

confidence: 82%

Section: Summary Of Early Field Experiencesmentioning

confidence: 99%

Section: Characteristics Of Field-experience Programs the National Cmentioning

confidence: 99%

Section: Characteristics Of Field-experience Programs the National Cmentioning

confidence: 99%

Section: Characteristics Of Field-experience Programs the National Cmentioning

confidence: 99%

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The effects of highly engaged field experiences and multi-faceted mentoring stategies on ameliorating pre-service teacher concerns.

Harris¹,

Diane²

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Problems of early field experience students of teaching

Lasley

Applegate

1985

Teaching and Teacher Education

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Why Students Drop Out of Teacher Education

Nutter

1983

Action in Teacher Education

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A study of the effectiveness of a pre‐student teaching experience in promoting positive attitudes toward teaching

Cited by 9 publications

References 4 publications

The effects of highly engaged field experiences and multi-faceted mentoring stategies on ameliorating pre-service teacher concerns.

The effects of highly engaged field experiences and multi-faceted mentoring stategies on ameliorating pre-service teacher concerns.

Problems of early field experience students of teaching

Why Students Drop Out of Teacher Education

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