Improving Field Experiences for Rural Preservice Teachers through the Establishment of a Professional Development School.

Autor/in	Castleman, Jacquelyn B.
Titel	Improving Field Experiences for Rural Preservice Teachers through the Establishment of a Professional Development School.
Quelle	(1996), (91 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Praktikumsbericht; College School Cooperation; Cooperating Teachers; Cooperative Programs; Educational Improvement; Higher Education; Primary Education; Professional Development; Professional Development Schools; Program Development; Program Evaluation; Rural Schools; Student Teacher Supervisors; Student Teachers; Student Teaching; Teacher Attitudes; Teacher Education; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Teaching improvement; Unterrichtsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Primarbereich; Programmplanung; Programme evaluation; Programmevaluation; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg
Abstract	This practicum reports on the creation of a professional development school (PDS) designed to improve field experiences for early childhood education majors at a rural private college. The goal of the project was to increase the number of qualified teachers at a local primary school who would be willing to participate in the supervision of student teachers. The initial step in establishing the PDS was the formation of a steering committee composed of teachers, an administrator, and other school personnel. The steering committee met weekly and collaborated in writing the mission statement and goals for the PDS, identified staff development needs, sponsored staff workshops, and addressed specific areas of teacher concern. In addition, the role of the author as program developer included establishing rapport with all school personnel, encouraging open communication among participants, promoting a willingness to assist teachers with classroom concerns, providing resources for teachers, and acting as a liaison between the college and the school. Program evaluation revealed that most PDS participants were positive about the partnership between the college and the school, that participation rates were high for steering committee meetings and functions, that there was an increase in the number of teachers willing to supervise students teachers, and that student teachers were able to be placed in a quality field experience that was in close proximity to the college campus. However, a majority of the teachers did not complete a state-recommended course for student-teacher supervisors designed to improve their teaching skills as well as their proficiency as supervisors. Appendix includes teacher survey, evaluation forms, and PDS mission statement and goals. (LP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC