Do Differing Types of Field Experiences Make a Difference in Teacher Candidates' Perceived Level of Competence?

Autor/inn/en	Caprano, Mary Margaret; Caprano, Robert M.; Helfeldt, Jack
Titel	Do Differing Types of Field Experiences Make a Difference in Teacher Candidates' Perceived Level of Competence?
Quelle	In: Teacher Education Quarterly, 37 (2010) 1, S.131-154 (24 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Formative Evaluation; Field Experience Programs; Program Effectiveness; Competence; Comparative Analysis; Standards; Benchmarking; Self Evaluation (Individuals); Professional Development Schools; Knowledge Base for Teaching; Inquiry; Methods Courses; Teacher Surveys; Elementary Education; Preservice Teacher Education; Teacher Education Curriculum; Preservice Teachers; Teacher Attitudes; Self Efficacy + Suchen Sie Ihr Suchwort? Praxisnahes Lernen; Kompetenz; Standard; Teaching theory; Theory of teaching; Unterrichtstheorie; Methodisch-didaktische Anleitung; Elementarunterricht; Lehramtsstudiengang; Lehrerausbildung; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit
Abstract	Little research has been conducted to directly compare the effectiveness of different models of field-based learning experiences and little has been reported on the use of the Interstate New Teacher Assessment and Support Consortium (INTASC) standards in establishing a formative assessment for teacher candidates (TCs). The current study used the INTASC standards as a benchmark, to measure TCs' self-perceptions of their preparation and competence to teach. This study examined the perceived level of competence of TCs completing three different field-based experiences within the same teacher preparation program at a research-intensive university. More specifically, this study attempted to answer the following questions: (1) Do different field-based experiences affect TCs' self perception of their professional competence as defined by selected INTASC standards? (2) Do TCs completing different field experiences rate themselves differently on knowledge, disposition, and performance as measured by latent variables? Findings, limitations and implications of this study are discussed. (Contains 1 table and 2 figures.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10