IMPACT OF A PAID URBAN FIELD EXPERIENCE ON TEACHER CANDIDATES' WILLINGNESS TO WORK IN URBAN SCHOOLS

2009 ◽  
Vol 44 (3) ◽  
pp. 188-203 ◽  
Author(s):  
Marya Grande ◽  
Barbara Burns ◽  
Raquel Schmidt ◽  
Michele A. Marable
Keyword(s):  
Urban Schools ◽  
Teacher Candidates ◽  
Field Experience

scholarly journals ENHANCING THE ROLE OF FIELD EXPERIENCE SUPERVISORS: TOWARD MULTICULTURAL EQUITY IN A TEACHER PREPARATION PROGRAM

2021 ◽  
pp. 24-36
Author(s):  
Lisa VASQUEZ
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Field Experience ◽  
Historical Context ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Multicultural Society ◽  
Preparation Programs ◽  
Program Leaders

The current state of education embodies increasing public demands and policy mandates for teacher accountability in all classrooms, pre-kindergarten through Grade 12. Leaders expect increased academic performance to meet grade-level curriculum standards within a multicultural society. Teacher preparation programs are tasked to create and manage field experiences that guide practice within diverse learning communities. Teacher candidates interact with the cultural, social, and historical context of schools, of professional colleagues, and of the pupils they teach. In addition, teacher candidates should be prepared to develop practices that are intentional, personalized, differentiated, and purposeful for the pupils within their classrooms. This paper offers a case study of one university’s re-design of field experience supervision in its teacher preparation programs. The curriculum designers sought to ensure support for teacher candidates based on each student’s individual needs, while fostering systemic change responsive to ideas of race, gender, and other areas of intersectionality in a multicultural society. The field supervisor was the key to connect the practical, field-based experiences with the vision and mission of the university. Thus, program leaders identified the need to invest in the professional development of field supervisors in a way that brought the vision and mission to life—from words to action. The resulting framework included a multi-faceted approach of coaching / mentoring, professional development, and reflective discourse with colleagues.

Multicultural Education in the Context of Community

2018 ◽  
pp. 299-314
Author(s):  
Michael T. Ndemanu ◽  
David J. Roof
Keyword(s):  
Service Learning ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Field Experience ◽  
Learning Experience ◽  
Belief System ◽  
Community Organizations ◽  
Course Delivery ◽  
Teaching Program

Using surveys and follow-up interview data, in this chapter, the authors evaluate the influence of an immersive service learning experience from a multicultural education course for aspiring teachers. The chapter examines how required 20-hour field experience is utilized by different professors as part of a professional disposition assessment to pre-screen students for admission into the teaching program, as well as how the field experience impacts teacher candidates' belief system and cultural competency. This research examines and seeks to provide points of discussion regarding the challenges of the service-learning component and recommendations for improving the course. To improve the course delivery and the unique partnership, the multicultural education course has with a variety of community organizations received surveys from hundreds of former students. This project builds on these initial surveys with interviews.

Learning to Teach

2018 ◽  
pp. 587-612
Author(s):  
Gabrièle Abowd Damico ◽  
Lawrence J. Ruich ◽  
John M. Andrésen ◽  
Gretchen Butera
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Field Experience ◽  
Teacher Candidate ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
University Supervisor ◽  
Evaluative Feedback ◽  
Triadic Relationship

This chapter describes an approach to field experience that provides the opportunity for a long-term relationship between a teacher candidate and their supervising teacher in a teacher preparation program called Community of Teachers (CoT). CoT emphasizes the importance of this relationship in several ways. The program empowers teacher candidates and their mentors to choose one another. In addition, the length of the field experience provides an opportunity for teacher candidates to more deeply engage in the process of becoming a teacher within the context of a classroom and a school that they come to know well. A triadic relationship between the teacher candidate, supervising teacher, and university supervisor provides the opportunity for support as well as evaluative feedback for the teacher candidate. Benefits also accrue to the supervising teacher.

Multicultural Education in the Context of Community

2020 ◽  
pp. 416-432
Author(s):  
Michael T. Ndemanu ◽  
David J. Roof
Keyword(s):  
Service Learning ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Field Experience ◽  
Learning Experience ◽  
Belief System ◽  
Community Organizations ◽  
Course Delivery ◽  
Teaching Program

Using surveys and follow-up interview data, in this chapter, the authors evaluate the influence of an immersive service learning experience from a multicultural education course for aspiring teachers. The chapter examines how required 20-hour field experience is utilized by different professors as part of a professional disposition assessment to pre-screen students for admission into the teaching program, as well as how the field experience impacts teacher candidates' belief system and cultural competency. This research examines and seeks to provide points of discussion regarding the challenges of the service-learning component and recommendations for improving the course. To improve the course delivery and the unique partnership, the multicultural education course has with a variety of community organizations received surveys from hundreds of former students. This project builds on these initial surveys with interviews.

Teacher Candidates' Changing Perceptions of Urban Schools: Results of a 4-Year Study

2007 ◽  
Vol 29 (1) ◽  
pp. 20-31 ◽  
Author(s):  
Betty J. Conaway ◽  
Larry J. Browning ◽  
Barbara Purdum-Cassidy
Keyword(s):  
Urban Schools ◽  
Teacher Candidates

Culturally responsive practices for teacher candidates: a neighborhood treasure hunt

2019 ◽  
Vol 13 (1) ◽  
pp. 19-32
Author(s):  
Velma Johnson ◽  
Jan Carpenter ◽  
Centae Richards ◽  
Kathleen Brennan Vincent
Keyword(s):  
Culturally Responsive Teaching ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Field Experience ◽  
Responsive Teaching ◽  
Preparation Program ◽  
Effect Change ◽  
Content Type ◽  
Educator Preparation ◽  
Educator Preparation Program

Purpose The purpose of this paper is to explore how, and to what degree, culturally responsive field experiences influence the knowledge, beliefs, perspectives and abilities of teacher candidates in an educator preparation program (EPP). Design/methodology/approach Researchers conducted a mixed methods study using a pre-/post-Likert scale survey regarding pre-service teacher beliefs, reflections, Professional Learning Communities (PLC) meetings and observations by the researchers. Findings Teacher candidates expressed greater confidence in their ability to perform culturally responsive tasks by the end of their first field experience, but also indicated ambivalence toward the importance of those tasks. Research limitations/implications The paper’s limitations include the small number of participants, the short timeframe of the study and it was year one implementation of a new model. Practical implications A community mapping experience called the Neighborhood Treasure Hunt (NTH), in conjunction with the other components of the educator preparation program, impacted teacher candidates’ understanding of culturally responsive teaching practices, their perception of their ability to perform them and the importance of culturally responsive teaching. Each program component is necessary to raise awareness and effect change. Originality/value Based on the research of Ladson-Billings (1994) and Author 1 (2007), the NTH was intentionally integrated into the field experience component. Author 1 (2007) was involved in this process adding integrity, authenticity and originality to the research study with teacher candidates in an EPP.

scholarly journals Implementation of the Introduction to the School Field at FKIP University of Lampung

2021 ◽  
Vol 8 (7) ◽  
pp. 446
Author(s):  
Tasviri Efkar ◽  
Rapani Rapani ◽  
Fitriadi Fitriadi
Keyword(s):  
Student Teacher ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Field Experience ◽  
Sampling Technique ◽  
Teacher Education Programs ◽  
Snowball Sampling ◽  
Subject Selection ◽  
Study Programs ◽  
Partner Schools

One of the abilities and qualifications of prospective teachers is the result of their participation in the School Field Introduction (PLP) program. PLP is expected to be one of the efforts to prepare competent and prospective teacher candidates in the world of work. Field experience in teacher education programs helps students grow and develop as teachers. Field experience, an important component of teacher preparation. PLP aims to strengthen students' academic abilities in education and learning through activities in schools. The method used is descriptive qualitative with interview instruments and drawing conclusions. Sources of data are student teacher candidates who do PLP in schools in Bandar Lampung. The subjects in the study were student teacher candidates who held PLP in schools in Bandar Lampung. The research subject selection technique used snowball sampling technique. The results of this study, the PLP activity planning indicators are carried out by procedurally making activity agendas in the form of circulars addressed to students, heads of study programs and heads of departments, collaborating with the Education Office, determining partner schools, placing placements, preparing orientation and debriefing materials. implementation indicators during the Coronavirus Disease (Covid-19) emergency period, teaching exercises and extracurricular assistance cannot be optimal because most of the implementation is online. And the indicators for the assessment of components and weights of the PLP assessment consist of: 10% attendance on campus and schools and 40% Oral Examination by PLP supervisors.

Four Perspectives on the Benefits of an Early Field Experience for High School Teacher Candidates

2018 ◽  
pp. 471-493
Author(s):  
Christine Lotter ◽  
Kimberly Smoak ◽  
William Roy Blakeney ◽  
Stacey Plotner
Keyword(s):  
High School ◽  
Teacher Candidates ◽  
Field Experience ◽  
School Teacher ◽  
High School Teacher ◽  
Theory And Practice ◽  
School Administrator ◽  
Secondary Teacher ◽  
Early Field Experience ◽  
Course Experience

This chapter describes an innovative early field experience course for secondary teacher candidates that is held onsite at two local high schools. The chapter presents the course experience from the perspective of three stakeholders involved in the teaching and planning of the experiences: the university faculty instructor, a school administrator, and a practicum high school teacher. University candidate voices are also included through an analysis of survey data collected at the end of the most recent course offering. Each stakeholder describes both the tensions and benefits of the partnership and course experiences. By connecting theory and practice through interactions with all stakeholders during the course, the experience honors the expertise of all involved and builds a community of educators working together to improve secondary teacher education.

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