Literaturnachweis - Detailanzeige
| Autor/inn/en | Spooner, Melba; Flowers, Claudia; Lambert, Richard; Algozzine, Bob |
|---|---|
| Titel | Is More Really Better? Examining Perceived Benefits of an Extended Student Teaching Experience |
| Quelle | In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81 (2008) 6, S.263-270 (8 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-8655 |
| Schlagwörter | Student Teaching; Student Teachers; Teaching Experience; Cooperating Teachers; Student Surveys; Student Attitudes; Educational Benefits; Teacher Education Programs; Professional Development; College School Cooperation; Questionnaires; Time Factors (Learning); Program Length |
| Abstract | The authors surveyed student teachers in a yearlong internship and their peers in a traditional semester-long internship to compare perceptions across different practice teaching experiences. All participants were enrolled in the same university and were similar across gender, age, ethnicity, and undergraduate educational experiences. The students in the yearlong internship reported a better relationship with their supervising teacher, greater knowledge of school policies and procedures, and higher scores for the perceived adequacy of time spent in school than did the students in the semester internship. The two groups did not differ in perceptions of their teaching ability, which were generally favorable. The authors discuss the outcomes regarding continuing challenges professional development programs face when building and sustaining effective clinical experiences. (Contains 4 tables.) (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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