The Power of Practicum Support: A Quasi-experimental Investigation of Elementary Preservice Teachers' Science Instruction in A Highly Supported Field Experience

被引：3

作者：

Kruse, Jerrid ^{[1
]}

Wilcox, Jesse ^{[2
]}

Patel, Neal ^{[1
]}

Borzo, Sarah ^{[1
]}

Seebach, Colin ^{[1
]}

Henning, Joleen ^{[1
]}

机构：

[1] Drake Univ, Dept Teaching & Learning, Des Moines, IA 50311 USA

[2] Univ Northern Iowa, Dept Biol, Cedar Falls, IA USA

来源：

JOURNAL OF SCIENCE TEACHER EDUCATION | 2022年 / 33卷 / 04期

关键词：

Elementary teachers; teaching effectiveness; teacher education; field experience; practicum; CLASSROOMS; CHALLENGES; EDUCATION;

D O I：

10.1080/1046560X.2021.1949099

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study sought to determine the impact of a highly supported field experience (HSFE) by comparing two groups of preservice elementary teachers (PSETs) all taking the same methods course, from the same instructor, within the same program. Each group was required to complete a 10-hour field experience. One group was in a HSFE while the other group was placed in "unsupported" placements. Findings indicate that the HSFE group enacted statistically significant and far more effective science instruction than the unsupported group. Possible reasons for the difference and implications for teacher education are discussed.

引用

页码：392 / 412

页数：21

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