More or Better Student Teaching?

Autor/inn/en	Ronfeldt, Matthew; Reininger, Michelle
Titel	More or Better Student Teaching?
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 28 (2012) 8, S.1091-1106 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2012.06.003
Schlagwörter	Student Teaching; Student Teachers; Student Teacher Attitudes; Teacher Education Curriculum; Pretests Posttests; Surveys; Educational Policy; Program Effectiveness; Teacher Effectiveness; Race; Minority Group Students; Urban Schools; Research Needs; Time Factors (Learning) + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Survey; Umfrage; Befragung; Politics of education; Bildungspolitik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Rasse; Abstammung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Forschungsbedarf
Abstract	Drawing from data on over 1000 prospective teachers in a large urban district including pre and post-student teaching survey data, this study investigates whether lengthening student teaching improves teachers' perceptions of instructional preparedness, efficacy, and career plans. The findings suggest that the duration of student teaching has little effect on teacher outcomes; however, the quality of student teaching has significant and positive effects. Moreover, the magnitude of the effects of student teaching quality are greater when student teaching is shorter and in schools with more historically underserved racial groups. The authors discuss policy implications and directions for further research. (Contains 11 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10