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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| 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 |
| 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 |
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