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

Autor/inn/en	Kruse, Jerrid; Wilcox, Jesse; Patel, Neal; Borzo, Sarah; Seebach, Colin; Henning, Joleen
Titel	The Power of Practicum Support: A Quasi-Experimental Investigation of Elementary Preservice Teachers' Science Instruction in a Highly Supported Field Experience
Quelle	In: Journal of Science Teacher Education, 33 (2022) 4, S.392-412 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kruse, Jerrid) ORCID (Wilcox, Jesse) ORCID (Henning, Joleen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2021.1949099
Schlagwörter	Preservice Teachers; Elementary School Teachers; Science Instruction; Preservice Teacher Education; Field Experience Programs; Instructional Effectiveness; Cooperating Teachers; Teaching Methods; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehramtsstudiengang; Lehrerausbildung; Praxisnahes Lernen; Unterrichtserfolg; Co-operation; Cooperation; Kooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01