Integrating Coursework and Field Placements: The Impact on Preservice Elementary Mathematics Teachers' Connections to Teaching
Saved in:
| Title: | Integrating Coursework and Field Placements: The Impact on Preservice Elementary Mathematics Teachers' Connections to Teaching |
|---|---|
| Language: | English |
| Authors: | Moyer, Patricia S., Husman, Jenefer |
| Source: | Teacher Education Quarterly. Win 2006 33(1):37-56. |
| Availability: | Caddo Gap Press. 3145 Geary Blvd PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 20 |
| Publication Date: | 2006 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Preservice Teacher Education, Preservice Teachers, Teacher Education Programs, Program Effectiveness, Teaching Experience, Elementary School Mathematics, Elementary School Curriculum, Methods Courses, Experiential Learning, Student Teaching, Matched Groups, Integrated Activities, Portfolio Assessment |
| ISSN: | 0737-5328 |
| Abstract: | Teacher education programs provide many environments and experiences in an effort to support elementary preservice teacher development. Ultimately the goal is to transform the student into the teacher. Students enter teacher education programs focused on their present education, grades, and getting that long-sought-after degree; by selecting a degree in education, students also make a commitment to becoming a teacher. But what do these students really know and understand about what it means to be a classroom teacher? This article presents a study that considers the influence of the integration of methods coursework and field placements on the preservice teaching experience, especially its impact on preservice teachers' motivation in college coursework and understanding of what it means to be an elementary mathematics teacher. The goal of this study was to examine the impact of integrating methods coursework and field placements at a school site on preservice teachers' motivation in their college coursework and their understandings of becoming a teacher. Preservice teachers who attended their methods courses on the university campus (Group 1) seemed to retain their college-student focus throughout the year, whereas the preservice teachers who attended their methods courses on an elementary school campus (Group 2) seemed focused on developing the skills necessary to achieve their future goals of becoming a teacher. In the final analysis, it seemed that the impact on the preservice teachers may have been less a result of the methods courses being situated at the school site and more a result of the preservice teachers being situated at the school site for an extended length of time, the methods coursework integrated with that experience, and the placement of the entire group at one school site together. |
| Abstractor: | ERIC |
| Number of References: | 57 |
| Entry Date: | 2008 |
| Access URL: | https://www.teqjournal.org/backvols/2006/33_1/volume_33_number_1.htm |
| Accession Number: | EJ795198 |
| Database: | ERIC |
| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEXhmrEdXWB-qGyKZ3XizcmAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDFAtpXmI60jGp85oswIBEICBmtIXIu0oKToxX2FIMY-ip60ezP06gKxAmW1-iU2Ckpygw55O-EgeLxE13XjsqXwIAvXru0-AP3oVdbXNgq4ygavEaKAmgh2zNkYuiKsisoJDauK8TlA_7nCugFgAovMD_X3dOMn_JNhM7GCQpJIs8HrS-gjaQZQU9FVEdr8aJJMAVYButROQ1HUndqzUbK7ccqLGQ7FMUDg-lJY= Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ795198 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ795198 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Integrating Coursework and Field Placements: The Impact on Preservice Elementary Mathematics Teachers' Connections to Teaching – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Moyer%2C+Patricia+S%2E%22">Moyer, Patricia S.</searchLink><br /><searchLink fieldCode="AR" term="%22Husman%2C+Jenefer%22">Husman, Jenefer</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Teacher+Education+Quarterly%22"><i>Teacher Education Quarterly</i></searchLink>. Win 2006 33(1):37-56. – Name: Avail Label: Availability Group: Avail Data: Caddo Gap Press. 3145 Geary Blvd PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: PhysDesc Label: Physical Description Group: PhysDesc Data: PDF – Name: Pages Label: Page Count Group: Src Data: 20 – Name: DatePubCY Label: Publication Date Group: Date Data: 2006 – Name: Audience Label: Intended Audience Group: Audnce Data: Teachers – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</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="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Mathematics%22">Elementary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Curriculum%22">Elementary School Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Courses%22">Methods Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teaching%22">Student Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Matched+Groups%22">Matched Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Integrated+Activities%22">Integrated Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Portfolio+Assessment%22">Portfolio Assessment</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 0737-5328 – Name: Abstract Label: Abstract Group: Ab Data: Teacher education programs provide many environments and experiences in an effort to support elementary preservice teacher development. Ultimately the goal is to transform the student into the teacher. Students enter teacher education programs focused on their present education, grades, and getting that long-sought-after degree; by selecting a degree in education, students also make a commitment to becoming a teacher. But what do these students really know and understand about what it means to be a classroom teacher? This article presents a study that considers the influence of the integration of methods coursework and field placements on the preservice teaching experience, especially its impact on preservice teachers' motivation in college coursework and understanding of what it means to be an elementary mathematics teacher. The goal of this study was to examine the impact of integrating methods coursework and field placements at a school site on preservice teachers' motivation in their college coursework and their understandings of becoming a teacher. Preservice teachers who attended their methods courses on the university campus (Group 1) seemed to retain their college-student focus throughout the year, whereas the preservice teachers who attended their methods courses on an elementary school campus (Group 2) seemed focused on developing the skills necessary to achieve their future goals of becoming a teacher. In the final analysis, it seemed that the impact on the preservice teachers may have been less a result of the methods courses being situated at the school site and more a result of the preservice teachers being situated at the school site for an extended length of time, the methods coursework integrated with that experience, and the placement of the entire group at one school site together. – Name: AbstractInfo Label: Abstractor Group: Ab Data: ERIC – Name: Ref Label: Number of References Group: RefInfo Data: 57 – Name: DateEntry Label: Entry Date Group: Date Data: 2008 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://www.teqjournal.org/backvols/2006/33_1/volume_33_number_1.htm" linkWindow="_blank">http://www.teqjournal.org/backvols/2006/33_1/volume_33_number_1.htm</link> – Name: AN Label: Accession Number Group: ID Data: EJ795198 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ795198 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 37 Subjects: – SubjectFull: Preservice Teacher Education Type: general – SubjectFull: Preservice Teachers Type: general – SubjectFull: Teacher Education Programs Type: general – SubjectFull: Program Effectiveness Type: general – SubjectFull: Teaching Experience Type: general – SubjectFull: Elementary School Mathematics Type: general – SubjectFull: Elementary School Curriculum Type: general – SubjectFull: Methods Courses Type: general – SubjectFull: Experiential Learning Type: general – SubjectFull: Student Teaching Type: general – SubjectFull: Matched Groups Type: general – SubjectFull: Integrated Activities Type: general – SubjectFull: Portfolio Assessment Type: general Titles: – TitleFull: Integrating Coursework and Field Placements: The Impact on Preservice Elementary Mathematics Teachers' Connections to Teaching Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Moyer, Patricia S. – PersonEntity: Name: NameFull: Husman, Jenefer IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2006 Identifiers: – Type: issn-print Value: 0737-5328 Numbering: – Type: volume Value: 33 – Type: issue Value: 1 Titles: – TitleFull: Teacher Education Quarterly Type: main |
| ResultId | 1 |
