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|Title:||Factors That Influence Skill Acquisition of Practicum Students During a Field-Based Experience (Student Teaching, Content Analysis, Qualitative, Competency-Based)|
|Author(s):||Johnson, Lawrence J., Jr.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Teacher Training|
|Abstract:||Although, field-based experiences are generally considered to be one of the most important aspects of teacher education programs, there has been little systematic research regarding the ways in which these experiences affect practicum students. The purpose of this investigation was to examine the influences of individuals and/or events on practicum students' acquisition of selected teaching skills. Eight students, their cooperating teachers, and the university supervisor participated as subjects. Both quantitative and qualitative data were collected. Quantitative data were generated from the competency ratings of practicum students, completed by the practicum students themselves, their cooperating teachers, and their supervisor. These competency ratings focused on teaching skills related to a practicum students' ability to: (a) plan and deliver effective instruction, (b) manage classroom social behavior problems, and (c) assess academic and social behavior problems. Qualitative data were generated from a series of interviews conducted with practicum students, their cooperating teachers, and their supervisor. Quantitative data were analyzed statistically while qualitative data were organized into referential units using a content analysis approach.
Analysis of the competency ratings obtained from practicum students indicated that differences between ratings obtained prior to the field-based experience with those completed midway through or after the experience, were statistically significant. However, ratings obtained from students midway through the field-based experience compared with those completed after the field-based experience were not significant. Competency ratings of practicum students completed by the supervisor and cooperating teachers also significantly increased at the end of the field-based experience.
The content analysis of the interviews indicated that 15 individuals or groups of individuals were named as having influenced practicum students' development of teaching skills. These significant others were coded into a set of nine categories regarding the nature of their influence on practicum students. Twelve categories of significant events were identified as having some influence on practicum students. These events were organized into three categories based on whether the significant event was related to: (a) previous course work, (b) an experience that had occurred within the field-based classroom, and (c) the completion of a practicum assignment.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1985.
|Date Available in IDEALS:||2014-12-15|