What Students Learn from Early Field Experiences: A Case Study and Critical Analysis

Goodman, Jesse

doi:10.1177/002248718503600607

Cited by 61 publications

(31 citation statements)

References 17 publications

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“…Research could help both teacher educators and teacher education policymakers to understand better whether and how teacher education makes a difference. Many researchers have concentrated on the teacher component of teacher education (Goodman, 1986;Hodges, 1982;Silvernail and Costello, 1983;Tabachnik and Zeichner, 1984).…”

Section: Introductionmentioning

confidence: 99%

The Effect of In-Service Training Courses on the Teacher’s Attitude and Performance

Shahmohammadi¹

2013

ILSHS

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The present article reports on a research designed to examine the effect of teachers in-service training programmes on their attitude and performance. The study was conducted on 100 teacher's trainees in 6 th Education district of Tehran. An attitude questionnaire was used once at the beginning and once at the end of the training course to check the participants' attitude change. The teacher's performance was then observed using an observation checklist. A stimulated recall interview was conducted to check the reasons for the discrepancies between the programme guidelines and the teacher's performance. The results of the attitude questionnaire showed that the teacher's attitude had changed significantly in one area of the three areas under investigation. The analysis of the data collected through the observation checklist and the stimulated recall interview showed that the teacher's trainees performance was not acceptable in the area their attitude had undergone a change. The article concludes by suggesting that attitude change does not necessarily lead to a change in teachers performance.

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Section: Introductionmentioning

confidence: 99%

The Effect of In-Service Training Courses on the Teacher’s Attitude and Performance

Shahmohammadi¹

2013

ILSHS

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“…However, many field experiences have unsatisfactory outcomes (Britzman, 1986;Cruickshank, 1990;Lanier & Little, 1986). Field experiences tend to reinforce preservice teachers' conservative, present-oriented, and authoritarian approaches to teaching (Britzman, 1986;Cruickshank, 1990), and preservice teachers rarely have opportunities to reflect critically on what happens in the field (Goodman, 1985).…”

Section: Introductionmentioning

confidence: 99%

Meaningful Integration of Mathematics Methods Instruction and Field Experience

Mewborn

2000

Action in Teacher Education

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Preservice early childhood education majors at the University of Georgia are involved in afield experience in conjunction with their first mathematics methods course. The field experience involves one-on-one work with a child for 45 minutes each week for seven weeh. The intent of the field experience is to give the preservice teachers an opportunity to attend to children k mathematical thinking in a setting in which classroom management and curriculum management concerns are minimal. The design of the field experience is described and the outcomes for preservice teachers, children, and teacher educators are documented.

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“…As student teachers go to practicum site they paid some amount of money by the university so that they can cover their expenses. However, all the informants expressed their dissatisfaction Goodman (1985) believes the quality of field experience improves when supervisors are more involved. In the same vein Jeffery (2008) stated that more frequent feedback from university supervisors is related to greater …”

Section: Low/ Inadequate Budgetmentioning

confidence: 99%

Understanding Undergraduate Students Practicum Experience: A Qualitative Case Study Of Jimma University

Tuli¹

2010

Eth. Jnl. Educ. Sci.

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The purpose of this study was to examine the pre-service teachers' perspectives of practicum experience as a tool of learning to teach by using qualitative research methods. Data were collected through interview from twenty four purposively selected information rich participants' ranging in diversity. The data were analyzed thematically by using verbatim quotes. The findings indicated that the participants perceived practicum as an important tool of learning to teach because it promoted the development of teaching experience and prepared them for the real world of work. The analysis revealed that theory practice connection, competency and confidence development and socialization as a successful experience of the practicum program and inadequate budget, assessment centered experience, inadequate support and secondary school student misbehavior as the most stressful experience of student teacher practicum experience.Finally, the finding indicated that provision of adequate fund, close supervision of the program, building strong partnership with the schools are what the participant thought could be improved and given due attention. The need to provide adequate support, rethinking assessment mechanism, provision of adequate fund, strengthening university-school partnership and close supervision are, thus, found to be the dimensions identified as points that need interventions.

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What Students Learn from Early Field Experiences: A Case Study and Critical Analysis

Cited by 61 publications

References 17 publications

The Effect of In-Service Training Courses on the Teacher’s Attitude and Performance

The Effect of In-Service Training Courses on the Teacher’s Attitude and Performance

Meaningful Integration of Mathematics Methods Instruction and Field Experience

Understanding Undergraduate Students Practicum Experience: A Qualitative Case Study Of Jimma University

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