Examining Influences of an Early Whole-School Immersive Field Experience on Preservice Teachers

Autor/inn/en	Koubek, Ekaterina; Sawyer, Amanda G.; Caron, Ashley; Moncure, Meredith
Titel	Examining Influences of an Early Whole-School Immersive Field Experience on Preservice Teachers
Quelle	In: Action in Teacher Education, 43 (2021) 2, S.214-230 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koubek, Ekaterina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2020.1764878
Schlagwörter	Preservice Teacher Education; Field Experience Programs; College School Cooperation; Partnerships in Education; College Faculty; Preschool Teachers; Elementary Secondary Education; Administrators; Program Effectiveness; Experiential Learning; Student Diversity; Student Attitudes; Educational Environment; Professionalism; Personal Autonomy + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Praxisnahes Lernen; Hochschulpartnerschaft; Fakultät; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Experiental learning; Erfahrungsorientiertes Lernen; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Professionalität; Individuelle Autonomie
Abstract	Although much is known about the benefits of student teaching in developing preservice teachers, less is known about preservice teachers' earlier field experiences at the freshman and sophomore academic levels. This study examined a student-led educational organization that provided an early, whole-school immersive field experience through the creation of the third space. The Whole-School Immersive Program (WISP) that created this third space brought together university faculty, preservice teachers, P-12 educators, and their administrators. Through a qualitative case study approach that utilized semi-structured focus group and individual interviews, alumni surveys, and participants' applications, this study examined the program's influences on preservice teachers. The findings indicated that these preservice teachers gained a deeper understanding of the school context, (dis)confirmed their desire to become educators, and gained knowledge of personal inquiry from participating in this student-led educational organization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01