Effects of Early Field Experience on Student Teachers’ Self-Concepts and Performance

Scherer, Charlotte

doi:10.1080/00220973.1979.11011683

Cited by 17 publications

(16 citation statements)

References 12 publications

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“…Farris, Henniger, & Bischoff, 1991), they have been used with varying degrees of success (e.g. McDiarmid, 1990;Ross, Hughes, & Hill, 1981;Scherer, 1979;Strawitz & Malone, 1986;Sunal, 1980). At best, pre-service teachers have been found to rethink and question their original limited perceptions of teaching.…”

Section: Teacher Learningmentioning

confidence: 99%

Beliefs about mathematics teaching held by pre-service teachers involved in a first grade mentorship program

1994

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Section: Teacher Learningmentioning

confidence: 99%

Beliefs about mathematics teaching held by pre-service teachers involved in a first grade mentorship program

1994

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“…The intention of this article was to reorganize puzzle pieces. Some research is now focused on particular pieces (see, for example, works of Becher and Ade, 1982;Denton, 1982;Scherer, 1979;Applegate and Lasley, 1981. But more research is needed.…”

Section: Individual Dilemmasmentioning

confidence: 98%

Early Field Experiences: POTPOURRI Recurring Dilemmas Jane H. Applegate

Applegate

1985

Journal of Teacher Education

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This article reviews dilemmas faced by teacher educators in the conduct of early field experiences. Three types of dilemmas are identified by Applegate: programmatic, institutional and personal. Critical questions are identified related to each type of dilemma.Applegate is Director of Field Experiences, College of Education, Kent State University. eacher educators have long N accepted field experience as N part of the design for teacher preparation. Though many questions have been raised about the value of school-based experience and the kinds of practice prospective teachers need, the place of practice in the preservice curriculum is steadfast. Predicated on the writing of Dewey, the theories of Piaget, and the ideals of practicing teachers, early field experiences are incorporated throughout teacher preparation programs with the thought that more field experience will make for more effective teaching.The basic premise is that direct involvement with the role to be assumed will be more effective in facilitating the acquisition of desired teaching behaviors than will more remote, abstract, vicarious or simulated experiences. (Becher and Ade, 1982, p. 24)The addition of more and earlier field experiences to teacher preparation has forced a change in traditional practice and has caused teacher educators to reexamine their assumptions, theories, and intents about the what and how of teacher education. For many, this reexamination has created dilemmas and raised questions. Dilemmas promote unsettled feelings in a person; the dilemmas emerge out of inconsistencies between the images people hold and the actual behavior they exhibit (Festinger, 1968). Applied to teacher education, the addition of early field experiences has caused teacher educators to search for ways to effectively integrate increased practice with their own espoused theories. For some this is easy; for others it is difficult. New quandaries are surfacing for those who have worked with student teaching. The purpose of this paper is to consider three types of dilemmas faced by teacher educators in working with early field experience: programmatic dilemmas, institutional dilemmas, and individual dilemmas. Through an examination of questions emerging around each type of dilemma it is hoped that teacher educators will confront their own beliefs, identify discrepancies between their expectations and their actions, and work toward dealing with the discrepancy.Programmatic Dilemmas Programmatic dilemmas are those faced when curricular, instructional, and evaluative decisions are to be made.For the range of course requirements, from general studies to subject-specific methods courses, teacher educators grapple with the question of what knowledge and skills teachers should possess and how best those should be taught. Curricular and instructional arguments usually are predicated on implicit theories concerning the nature and purpose of teaching. These theories are commonly grounded in beliefs about experiences with human learning (see Zeichner, 1983, for a discu...

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“…The field experience is the avenue where teacher candidates can build self-esteem and confidence (Gurvitch & Metzler, 2009). The field experiences before student teaching have been credited to increase confidence among teacher candidates (Scherer, 1979). The field experience allows teacher candidates to experiment with strategies and gain experience in classrooms full of students.…”

Section: The Benefits Of Field Placementsmentioning

confidence: 99%

Coaching the coaches : supporting university supervisors in the supervision of elementary mathematics instruction.

Livers¹

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Effects of Early Field Experience on Student Teachers’ Self-Concepts and Performance

Cited by 17 publications

References 12 publications

Beliefs about mathematics teaching held by pre-service teachers involved in a first grade mentorship program

Beliefs about mathematics teaching held by pre-service teachers involved in a first grade mentorship program

Early Field Experiences: POTPOURRI Recurring Dilemmas Jane H. Applegate

Coaching the coaches : supporting university supervisors in the supervision of elementary mathematics instruction.

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