A Study of Guided Urban Field Experiences for Pre-Service Teachers

Autor/in	White, Meg
Titel	A Study of Guided Urban Field Experiences for Pre-Service Teachers
Quelle	In: Penn GSE Perspectives on Urban Education, 14 (2017) 1, (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-7109
Schlagwörter	Urban Teaching; Field Experience Programs; Preservice Teacher Education; Preservice Teachers; Student Teacher Attitudes; Urban Schools; Elementary Secondary Education; School Districts; College School Cooperation; Student Surveys; Pretests Posttests; Likert Scales; Statistical Significance; Attitude Change; Placement; Role of Education; Readiness; Statistical Analysis; Qualitative Research + Suchen Sie Ihr Suchwort? Urban education; Stadtteilbezogenes Lernen; Praxisnahes Lernen; Lehramtsstudiengang; Lehrerausbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Schülerbefragung; Likert-Skala; Attitudinal change; Einstellungsänderung; Betriebspraktikum; Praktikum; Bildungsauftrag; Statistische Analyse; Qualitative Forschung
Abstract	This research examined pre-service teachers' perceptions of urban schools and urban students before and after an 80-hour field experience in an urban K-12 district. The fieldwork placements were structured through a school-university partnership, and supported by university coursework. Quantitative data collected from 150 students over three semesters of a pre- and post-perceptions survey show statistical significance that a change in perceptions of pre-service teachers transpired regarding urban schools. Qualitative data collected from a post-fieldwork reflection paper further support the survey data. Results may have an impact on the manner in which teacher preparation programs address fieldwork placements in urban districts. (As Provided).
Anmerkungen	University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: http://urbanedjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01