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A Diverse Clinical-Based Practice in Teacher Education

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Title: A Diverse Clinical-Based Practice in Teacher Education
Language: English
Authors: Gottschalk, Shelby, Hake, Megan M., Cook-Benjamin, Lorie
Source: Academic Leadership Journal in Student Research. Spr 2016 4.
Availability: Fort Hays State University. 600 Park Street, Hays, KS 67601. Tel: 785-628-5578; Fax: 785-628-4479; e-mail: editor_alj@fhsu.edu; Web site: http://www.aljinstudentresearch.org
Peer Reviewed: Y
Page Count: 13
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Self Esteem, Preservice Teachers, Student Diversity, Pretests Posttests, Likert Scales, Questionnaires, Scores, Simulated Environment, Technology Uses in Education, Teaching Methods, Educational Technology, Teacher Education Programs, Program Effectiveness, Cultural Awareness, Elementary School Students, English Language Learners, Poverty, Foreign Countries
Geographic Terms: Mexico
ISSN: 2325-3223
Abstract: The purpose of the study was to determine if offering a virtual clinical-based practice would affect teacher candidates' level of confidence in teaching diverse students. During 2012-2014, data were collected using a pre- and post-Likert scale questionnaire. A paired two sample t-test was utilized to determine if there was a significant difference in mean scores from the pre- to the post-questionnaire. Increases were found in all questionnaire items with five of the items showing a significant increase at the a = 0.01 level. The results suggest that a virtual clinical-based practice may provide an authentic experience for teacher candidates, may lead teacher candidates to become more aware and take a positive approach to students' differences, and that the teacher candidates' comfort level with unfamiliar situations posed by students from diverse backgrounds may increase. A future implication is that colleges of education may want to consider adding a virtual clinical-based practice to existing diversity education classes. However, more research needs to be conducted to determine if virtual clinical-based practices are equal to or better than on-site clinical-based practices in an attempt to increase teacher candidates' levels of confidence in teaching diverse students.
Abstractor: As Provided
Number of References: 22
Entry Date: 2016
Accession Number: EJ1101251
Database: ERIC
FullText Text:
  Availability: 0
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  Data: A Diverse Clinical-Based Practice in Teacher Education
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  Data: <searchLink fieldCode="SO" term="%22Academic+Leadership+Journal+in+Student+Research%22"><i>Academic Leadership Journal in Student Research</i></searchLink>. Spr 2016 4.
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  Label: Availability
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  Data: Fort Hays State University. 600 Park Street, Hays, KS 67601. Tel: 785-628-5578; Fax: 785-628-4479; e-mail: editor_alj@fhsu.edu; Web site: http://www.aljinstudentresearch.org
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  Data: Y
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  Data: 13
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  Data: 2016
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Likert+Scales%22">Likert Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Simulated+Environment%22">Simulated Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22English+Language+Learners%22">English Language Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Mexico%22">Mexico</searchLink>
– Name: ISSN
  Label: ISSN
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  Data: 2325-3223
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of the study was to determine if offering a virtual clinical-based practice would affect teacher candidates' level of confidence in teaching diverse students. During 2012-2014, data were collected using a pre- and post-Likert scale questionnaire. A paired two sample t-test was utilized to determine if there was a significant difference in mean scores from the pre- to the post-questionnaire. Increases were found in all questionnaire items with five of the items showing a significant increase at the a = 0.01 level. The results suggest that a virtual clinical-based practice may provide an authentic experience for teacher candidates, may lead teacher candidates to become more aware and take a positive approach to students' differences, and that the teacher candidates' comfort level with unfamiliar situations posed by students from diverse backgrounds may increase. A future implication is that colleges of education may want to consider adding a virtual clinical-based practice to existing diversity education classes. However, more research needs to be conducted to determine if virtual clinical-based practices are equal to or better than on-site clinical-based practices in an attempt to increase teacher candidates' levels of confidence in teaching diverse students.
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  Label: Abstractor
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  Data: As Provided
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  Data: 22
– Name: DateEntry
  Label: Entry Date
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  Data: 2016
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  Label: Accession Number
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  Data: EJ1101251
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Self Esteem
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Likert Scales
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Simulated Environment
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Cultural Awareness
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: English Language Learners
        Type: general
      – SubjectFull: Poverty
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Mexico
        Type: general
    Titles:
      – TitleFull: A Diverse Clinical-Based Practice in Teacher Education
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            NameFull: Gottschalk, Shelby
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            NameFull: Hake, Megan M.
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            NameFull: Cook-Benjamin, Lorie
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              Type: published
              Y: 2016
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              Value: 2325-3223
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