University of Illinois Urbana-Champaign

Survey of Early Field Experiences of Teacher Education Programs in Colleges and Universities in Louisiana

Robinson, Katherine Reed

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Description

Title
Survey of Early Field Experiences of Teacher Education Programs in Colleges and Universities in Louisiana
Author(s)
Robinson, Katherine Reed
Issue Date
1988
Doctoral Committee Chair(s)
Cox, C. Benjamin
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • Education, Teacher Training
  • Education, Secondary
Abstract
  • The purposes of this study were to examine the nature and organization of early field experiences for elementary and secondary teacher education candidates in twenty institutions in Louisiana and to gauge the expected and gained experiences and outcomes of students in their early field assignments.
  • Early field personnel from 14 institutions responded to the "Early Field Experience Survey" concerning various aspects of early field programs and 142 students from 9 selected campuses comprised a voluntary sample to respond to a 33-item checklist related to their expected and perceived early field experiences.
  • While these 14 teacher education institutions in Louisiana provide systematic early field experiences for prospective teachers that fulfill the mandated requirements of the state, early field experience programs in these institutions were implemented and are practiced without the benefit of research. These experiences are provided through the cooperative efforts of college faculty and personnel of the cooperating schools; however, cooperating teachers provide the single most important professional contact for pre-service teachers in these programs. Large city schools are preferred placement centers for early field work because of their convenient locations and the availability of cooperating teachers. Despite federal and state requirements, attention to handicapped students in either special or mainstreamed settings appears to be lacking in most of these programs.
  • Attention to the training of cooperating teachers, to work with handicapped students, and to pertinent research on the effects of field work on students was recommended.
Graduation Semester
1988
Type of Resource
text
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http://hdl.handle.net/2142/69179

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