A Comparison of Two Dichotomous Field Experience Sites: Perspectives of a Pre-Service Teacher.

Autor/inn/en	Nichols, Joe D.; Sorg, Shelley
Titel	A Comparison of Two Dichotomous Field Experience Sites: Perspectives of a Pre-Service Teacher.
Quelle	(1998), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Problems; Classroom Techniques; Diversity (Student); Educational Environment; Elementary Secondary Education; Field Experience Programs; Higher Education; Nontraditional Education; Observation; Observational Learning; Preservice Teacher Education; Self Efficacy; Student Behavior; Student Teachers; Student Teaching; Teacher Effectiveness; Teaching Experience; Teaching Methods + Suchen Sie Ihr Suchwort? Klassenführung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Non-traditional education; Alternative Erziehung; Beobachtung; Imitationslernen; Lehramtsstudiengang; Lehrerausbildung; Self-efficacy; Selbstwirksamkeit; Student behaviour; Schülerverhalten; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Early field experiences for preservice teachers can serve as a catalyst for the development of new insights and instructional techniques, particularly if they are in diverse settings. This study provided one preservice teacher with two 30-hour field experience components at two diverse sites. The project involved a comparative analysis of two site-based teacher evaluation field experiences within a large school corporation in the midwest. The student observer conducted 30 hours of required field observation at each site over the course of two semesters. One site was in a large, traditional public high school, and the other site was in an alternative school-based program for habitual behavioral offenders. The student observer conducted interviews with students, teachers, and administrators throughout the observational period and compiled a subsequent field experience journal to reflect the activities. She observed behavioral issues, instructional methods, educational environments, and teacher effectiveness. Analysis of the observations indicated that each site's instructional intent inculcated students' self-responsibility. Each site effectively achieved its goals using dichotomous approaches in classroom management. The variability of student background made each site unique and responsive to its students' academic, behavioral, cognitive, and emotional needs. (Contains 21 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC