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|Title:||Perceived discrepancies between courses and practice for student teachers in early childhood education|
|Author(s):||Borgia, Eileen Tracy|
|Doctoral Committee Chair(s):||Katz, Lilian G.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Early Childhood
Education, Teacher Training
|Abstract:||A mailed survey of student teachers, cooperating teachers and university supervisors investigated the perceived discrepancy between what students learn in college courses and what they observe or are expected to do when they student teach. The perspectives of all three members of student teaching triads were sought, and triangulation of their responses was attempted.
The research questions were: (a) What do triad members perceive to be the nature of the discrepancies between what students learn in college courses and what they observe or are expected to do when they student teach? (b) How do student teachers, cooperating teachers and college/university supervisors respond to the discrepancies? (c) What recommendations do they have for others who experience discrepancies? (d) Do members of triads who have shared a student teaching experience have similar perceptions about discrepancies? (e) What are the opinions of student teachers, cooperating teachers and university supervisors regarding selected issues related to discrepancies? A sample of colleges and universities in Illinois that have early childhood teacher certification programs approved by the State Board of Education were selected. The institutions that participated represent the diversity of teacher education institutions in Illinois relative to funding source, geography, and stated purpose.
The findings indicate that discrepancies occur for a majority of student teachers in early childhood education. Classroom management issues are perceived to be the most common causes of discrepancies. Discrepancies lead to dilemmas for some student teachers. Experiencing a discrepancy can provide student teachers with an opportunity to reflect upon and modify their beliefs about teaching. Cooperating teachers, university supervisors and student teachers who work together (triads) often have different perceptions about the same discrepancy situation. Respondents concur that student teachers should be treated as members of the teaching team, not as guests in the classroom. Communication is perceived to be weak. However, it is cited most frequently by all members of the student teaching triad as a way to improve the situation when discrepancies occur. Student teachers ask most often for support from the university supervisor, and for the opportunity to try their wings without fear of reprisals.
|Rights Information:||Copyright 1994 Borgia, Eileen Tracy|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9503145|