Examining early field experiences in teacher education

Kwok, Andrew; Bartanen, Brendan

doi:10.1016/j.tate.2022.103820

Cited by 2 publications

(2 citation statements)

References 41 publications

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“…Our study builds most closely off prior work that has connected specific features of teacher preparation, including the length of student teaching (Ronfeldt & Reininger, 2012) and early field experiences (Kwok & Bartanen, 2022), to later perceptions of preparation. Most closely related to this study, Matsko and colleagues (2020) investigated which characteristics of cooperating teachers led to student teachers’ perceptions of their preparedness to teach.…”

Section: Student Teaching Experiencesmentioning

confidence: 96%

The Front End of the STEM Teacher Pipeline: Early-Career STEM Teachers’ Field Experiences and Perceptions of Preparation

Goldhaber

Theobald

Choate³

et al. 2023

AERA Open

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A growing quantitative literature finds evidence that student teaching placements predict later outcomes of teacher candidates and their students, but there is little large-scale quantitative evidence about the mechanisms for these estimated relationships. We used data from a survey of STEM teachers in Washington State to better understand how their perceptions of preparation were related to student teaching placements and current classroom environment. We found evidence that the composition of students in student teaching classrooms was predictive of STEM teachers’ perceptions of their preparation. For example, STEM teachers who student taught in classrooms with more English language learners and economically disadvantaged students reported feeling prepared to teach these specific student populations. Likewise, STEM teachers who student taught in high-poverty classrooms tended to report feeling better prepared to manage their current classroom, particularly if they were currently teaching in a high-poverty classroom.

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Section: Student Teaching Experiencesmentioning

confidence: 96%

The Front End of the STEM Teacher Pipeline: Early-Career STEM Teachers’ Field Experiences and Perceptions of Preparation

Goldhaber

Theobald

Choate³

et al. 2023

AERA Open

View full text Add to dashboard Cite

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“…With high student-teacher ratios in Kenya's public schools, teachers are challenged in meeting the varied learning needs of all their students. Utilizing teacher candidates as school volunteers to work with small groups or individual students provides valuable service to the what is taught in their courses gain in both confidence and competence (Kwok, & Bartanen, 2022;Crisp, 1994;Kim & Choi, 2019;Singh, 2017). Service-learning can provide the means for providing that practice.…”

Section: Options For Incorporating Preparatory Experiential Learningmentioning

confidence: 99%

The imperative for real-world experiences in Kenyan teacher preparation for disability inclusive teaching

Johnson,

Kariuki-Githinji,

Namai

2023

AJOTE

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Traditional university-based teacher training in Kenya has relied on theoretical campus-based coursework which provides strong knowledge but little opportunity to develop practical skills. The need for practical skills is particularly evident for teacher candidates who are expected to teach students with disabilities who attend class in regular education settings. This case study outlines a pilot class at Daystar University that incorporated video, field trips, and real-world assignments within an experiential learning model to determine the impact of real-world experiences on student attitudes towards individuals with disabilities and their families, knowledge of disabilities, and skills in identifying and using understanding of learner strengths and weaknesses to make instructional recommendations and incorporate those recommendations into the design of class-wide learning activities. Teacher candidates enrolled in the pilot class reported positive changes in attitude and understanding towards individuals with disabilities, increased learning, and had more confidence in their ability to work in inclusive classrooms. These results have implications for ongoing curriculum restructuring in teacher education in areas of the world where educator preparation lacks the necessary resources for implementing a series of fully supported field experiences leading to a full-time teaching practice opportunity.

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Examining early field experiences in teacher education

Cited by 2 publications

References 41 publications

The Front End of the STEM Teacher Pipeline: Early-Career STEM Teachers’ Field Experiences and Perceptions of Preparation

The Front End of the STEM Teacher Pipeline: Early-Career STEM Teachers’ Field Experiences and Perceptions of Preparation

The imperative for real-world experiences in Kenyan teacher preparation for disability inclusive teaching

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