Student Teachers Matter: The Impact of Student Teachers on Elementary-Aged Children in a Professional Development School

Autor/inn/en	Fisher, Douglas; Frey, Nancy; Farnan, Nancy
Titel	Student Teachers Matter: The Impact of Student Teachers on Elementary-Aged Children in a Professional Development School
Quelle	In: Teacher Education Quarterly, 31 (2004) 2, S.43-56 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Student Teachers; Teacher Influence; Professional Development Schools; Outcomes of Education; Academic Achievement; Elementary School Students; Kindergarten; Grade 1; Public Schools; Small Group Instruction; Cooperating Teachers; Teacher Attitudes; Interviews; Observation; Teacher Role; Assignments; Methods Courses; Pretests Posttests + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lernleistung; Schulerfolg; Schulleistung; School year 01; 1. Schuljahr; Schuljahr 01; Public school; Öffentliche Schule; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Interviewing; Interviewtechnik; Beobachtung; Lehrerrolle; Assignment; Auftrag; Zuweisung; Methodisch-didaktische Anleitung
Abstract	Professional Development Schools (PDS) have become a widely used vehicle for the educational and professional development of both preservice and in-service teachers. Three key stakeholders are generally identified in the research about PDS--preservice teachers, experienced teachers, and K-12 students. The purpose of this research was to examine the impact of preservice teachers on the students in their assigned practicum classrooms. An experimental design was used to study the student achievement outcomes in classrooms with student teachers compared with classrooms in which no student teachers were present that year. The importance of this research is underlined by Fry and Konopak's (2002) call to action, saying that "while those involved in teacher education have made great strides in developing a coherent and defined knowledge base, there I still much work to be done." (Contains 1 table.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10