Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
Daniel Sullivan
Committee Member
John Evans
Committee Member
Barbara Packer
Keywords
collaboration, cooperating teachers, field-based experiences, field placement, feedback, Holmes Group, master teachers, National Council for Accreditation of Teacher Education, professional development schools, preservice teachers, reflection, student teaching, teacher education, teacher education programs, teacher preparation, teacher training, teaching abilities
Abstract
This report describes the strategies designed by a college to improve its student teaching experience for preservice teachers enrolled in field placement during the 2001-2002 school year.
The framework for the program was based on the work of L. Darling-Hammond (1999), the Holmes Group (1990), and the National Council for Accreditation of Teacher Education (NCATE; 2000), which suggested that teacher education programs build and sustain effective field-based experiences. This program sought to improve students’ performances by implementing field experiences containing these key elements: collaboration between a college field adviser and cooperating teachers, clearly defined goals, reflection, ongoing feedback, and observations of master teachers.
It was hoped the interventions in this applied dissertation would improve classroom-teaching abilities of preservice teachers. Although the sample size (N = 11) by necessity was inadequate, the initial results are encouraging and justify furthering the program. The interventions helped to align the teacher education program in anticipation of NCATE accreditation and was the impetus for the college to develop the first Professional Development School with a local school district.