Is a ''Critical Mass'' of Teacher Candidates Needed in a Professional Development School to Achieve a Quality Student Teaching Experience?

Autor/inn/en	Savick, Stephanie L.; Thrift, Gary; Fenster, Mark
Titel	Is a ''Critical Mass'' of Teacher Candidates Needed in a Professional Development School to Achieve a Quality Student Teaching Experience?
Quelle	In: School-University Partnerships, 11 (2018) 2, S.47-61 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Preservice Teachers; Student Teaching; Teaching Experience; Student Teacher Attitudes; Standards; Academic Achievement; Educational Quality; Student Placement; State Departments of Education; Faculty Development; Maryland + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Standard; Schulleistung; Quality of education; Bildungsqualität; Schülerpraktikum; Kultusministerium
Abstract	Though the Professional Development School (PDS) model assumes that student teachers will be placed in cohorts as opposed to singletons during their student teaching experience in PDSs, little research is available to validate what the 'magic' number in those cohorts should be. In the state where the researchers' Institute for Higher Education resides, it is "required" that at least 5 interns be placed in the same PDS at the "same time" during their student teaching experience. If five is the critical mass needed to secure a quality student teaching experience, the researchers questioned what the impact might be on student teachers who are placed in cohorts of fewer than five. To answer this question, the researchers surveyed teacher candidates placed in various cohort sizes at PDSs over a 4-year period to determine (a) the extent to which the number of student teachers placed simultaneously in a PDS affects the quality of the experience for the student teacher, and (b) the student teacher's perceived ability to affect student achievement. Using the "Standards for Maryland Professional Development Schools" as a framework to identify characteristics that promote quality student teaching experiences and to develop the survey questions, the researchers found that regardless of cohort size, there were few significant differences in the interns' perceptions of the quality of their experiences or their perceived ability to address student achievement in the schools in which they were placed. (As Provided).
Anmerkungen	National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://napds.org/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01