Understanding the Qualities of an Effective Fieldwork Experience and How It Relates to Pre-Service Teachers' Feelings of Self-Efficacy and Preparedness
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| Title: | Understanding the Qualities of an Effective Fieldwork Experience and How It Relates to Pre-Service Teachers' Feelings of Self-Efficacy and Preparedness |
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| Language: | English |
| Authors: | Renata Olczak Filipowicz |
| Source: | ProQuest LLC. 2023Ed.D. Dissertation, Molloy University. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 192 |
| Publication Date: | 2023 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Student Attitudes, Self Efficacy, Preservice Teacher Education, Teacher Interns, Private Colleges, College School Cooperation, Cooperating Teachers, Student Placement, Field Experience Programs |
| ISBN: | 979-83-8011-954-2 |
| Abstract: | The effectiveness of teacher-preparation programs to produce high-quality teachers has been an issue of concern for a long time. Teachers play a significant role in shaping students' academic achievement and social-emotional growth. Therefore, it is critical to focus on how teacher education programs, especially the field placement component, develop and support new educators. This explanatory mixed-methods study used a theoretical framework of Albert Bandura's Self-Efficacy Theory (1977) and Pierre Bourdieu's Cultural Capital Theory (1986) to examine the qualities of an effective practical residency experience and how it relates to pre-service teachers' feelings of self-efficacy and preparedness for teaching diverse students in inclusive school settings. By utilizing online satisfaction surveys and a self-efficacy survey, the research collected data from a pool of 84 pre-service teachers enrolled in a teacher-preparation program in a small, private northeastern university. The surveys solicited information regarding the pre-service teachers' perceptions of the effectiveness of the fieldwork experience and their feelings of self-efficacy and preparedness. Qualitative and mixed-method analysis included interviews with three pre-service teachers. The analysis showed a positive relationship between the perceived effectiveness of the fieldwork experience and the pre-service teachers' feelings of self-efficacy and preparedness. The findings also indicated the importance of proper fieldwork placement with the support of cooperating teachers and the value of a hands-on approach in the process of learning to teach. The implications of this study highlight the importance of carefully selecting a cooperating teacher who serves as a support for the pre-service teacher. It is recommended to select cooperating teachers who are willing to participate and are trained in working with pre-service teachers and will gradually allow the pre-service teacher more active teaching opportunities. This study adds to the body of existing literature regarding the role of fieldwork experience and its importance in developing pre-service teachers' self-efficacy and preparedness to teach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30633496 |
| Accession Number: | ED637611 |
| Database: | ERIC |
| Abstract: | The effectiveness of teacher-preparation programs to produce high-quality teachers has been an issue of concern for a long time. Teachers play a significant role in shaping students' academic achievement and social-emotional growth. Therefore, it is critical to focus on how teacher education programs, especially the field placement component, develop and support new educators. This explanatory mixed-methods study used a theoretical framework of Albert Bandura's Self-Efficacy Theory (1977) and Pierre Bourdieu's Cultural Capital Theory (1986) to examine the qualities of an effective practical residency experience and how it relates to pre-service teachers' feelings of self-efficacy and preparedness for teaching diverse students in inclusive school settings. By utilizing online satisfaction surveys and a self-efficacy survey, the research collected data from a pool of 84 pre-service teachers enrolled in a teacher-preparation program in a small, private northeastern university. The surveys solicited information regarding the pre-service teachers' perceptions of the effectiveness of the fieldwork experience and their feelings of self-efficacy and preparedness. Qualitative and mixed-method analysis included interviews with three pre-service teachers. The analysis showed a positive relationship between the perceived effectiveness of the fieldwork experience and the pre-service teachers' feelings of self-efficacy and preparedness. The findings also indicated the importance of proper fieldwork placement with the support of cooperating teachers and the value of a hands-on approach in the process of learning to teach. The implications of this study highlight the importance of carefully selecting a cooperating teacher who serves as a support for the pre-service teacher. It is recommended to select cooperating teachers who are willing to participate and are trained in working with pre-service teachers and will gradually allow the pre-service teacher more active teaching opportunities. This study adds to the body of existing literature regarding the role of fieldwork experience and its importance in developing pre-service teachers' self-efficacy and preparedness to teach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
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| ISBN: | 979-83-8011-954-2 |
