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

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Bibliographic Details
Title: The Power of Practicum Support: A Quasi-Experimental Investigation of Elementary Preservice Teachers' Science Instruction in a Highly Supported Field Experience
Language: English
Authors: Kruse, Jerrid (ORCID 0000-0002-2282-8939), Wilcox, Jesse (ORCID 0000-0001-8285-7013), Patel, Neal, Borzo, Sarah, Seebach, Colin, Henning, Joleen (ORCID 0000-0002-2395-3643)
Source: Journal of Science Teacher Education. 2022 33(4):392-412.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Preservice Teachers, Elementary School Teachers, Science Instruction, Preservice Teacher Education, Field Experience Programs, Instructional Effectiveness, Cooperating Teachers, Teaching Methods, Teacher Student Relationship
DOI: 10.1080/1046560X.2021.1949099
ISSN: 1046-560X
1573-1847
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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1348948
Database: ERIC
Description
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.
ISSN:1046-560X
1573-1847
DOI:10.1080/1046560X.2021.1949099