Examining the Influence of a Support Seminar on Pre-Service Teachers' Preparedness for Student Teaching

Autor/inn/en	Polly, Drew; Frazier, Joyce; Hopper, Cindy; Chapman, Marvin; Wells, Richard
Titel	Examining the Influence of a Support Seminar on Pre-Service Teachers' Preparedness for Student Teaching
Quelle	In: School-University Partnerships, 5 (2012) 1, S.102-107 (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Student Teachers; Seminars; Observation; Classroom Techniques; Student Teaching; Preservice Teachers; Teacher Education; Elementary School Teachers; Middle School Teachers; Comparative Analysis; Surveys; Statistical Significance; Internship Programs; Partnerships in Education; Professional Development Schools; College School Cooperation; Outcomes of Treatment; Control Groups; Undergraduate Students; North Carolina + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Seminar; Beobachtung; Klassenführung; Teaching practice; Unterrichtspraxis; Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Survey; Umfrage; Befragung; Berufspraktische Ausbildung; Hochschulpartnerschaft
Abstract	This study examined the influence of a semester-long seminar on student teachers' perceptions of their preparedness for student teaching. Eighteen pre-service teachers in elementary (grades K-6) and middle grades (grades 6-8) participated in the seminar. Seventeen pre-service teachers from the same programs were used as a matched comparison group. Analysis of gain scores between pre- and post-seminar surveys indicated that teachers in the seminar reported being more prepared than their colleagues in seven areas. Analysis of the first observation from students' full-time internship indicated statistically significant differences on ratings related to classroom management and content knowledge. However, no significant differences were noted during pre-service teachers' fourth observation during their internship. In light of these findings, implications for supporting pre-service teachers are discussed. (As Provided).
Anmerkungen	National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://www.napds.org/school_university_partnerships.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10