Elementary preservice teachers' perceptions of the value of their field-based teaching experiences in their preparation for the achieved status of classroom teacher

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Title: Elementary preservice teachers' perceptions of the value of their field-based teaching experiences in their preparation for the achieved status of classroom teacher
Author: Hines, Jean Price
Abstract: Field -based experiences are a significant component of teacher education programs as they afforded practical opportunities for preservice teachers active involvement in the teaching profession . The current study investigated the perceptions elementary preservice teachers have of how field -based teaching experiences help prepare them for the status of classroom teacher . Insights surfaced that will assist teacher educators as the value of fieldbased teaching experiences is evaluated . The interpretation and analysis of data were guided by role theory , specifically role expectation . Interpretivism guided the methods used as it allows not only for an explanation of what was observed but an understanding of the meaning of what was shared by the participants . This study went beyond what was observable to penetrate into elementary presavice teachers' perceptions of their field -based teaching experiences and the role set of classroom teacher . The study took place during a fall semester in several area classrooms with data being collected from 51 preservice teachers using a variety of data collection methods such as open -ended questionnaires , group debriefing sessions , and individual interviews . Data analysis began in the field using a constant comparative method (Bogdan & Biklen , 1992 ) . Once all data were collected , they were organized into manageable blocks for analysis . Validity , member checking , and relevance were research criteria for judging the worth of the study (Hammersley , 1990 ) . This study led to a more comprehensive understanding of preservice teachers' perceptions of the benefits of field -based experiences . The preservice teachers shared their appreciation for their involvement in field -based experiences as the experiences helped build their self -confidence , afforded them a better understanding of student diversity , and gave them an opportunity to work with certified teachers . The most enlightaiing insight came with an understanding of their perception of the classroom teacher as a caregiver . Other roles , as they perceived them , were classroom manager , educator , and role model . This study is significant as it provides insights for professional development opportunities and will assist designers of teacher education programs as they restructure field -based experiences . Finally , the study added to the literature on field -based experiences , can be used comparatively with similar studies , and encourages future research .
URI: http : / /hdl .handle .net /2346 /9120
Date: 1996-05

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Hines, Jean Price Elementary preservice teachers' perceptions of the value of their field-based teaching experiences in their preparation for the achieved status of classroom teacher. Doctoral dissertation, Texas Tech University. Available electronically from http : / /hdl .handle .net /2346 /9120 .

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