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Do Differing Types of Field Experiences Make a Difference in Teacher Candidates' Perceived Level of Competence?
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Caprano, Mary Margaret; Caprano, Robert M.; Helfeldt, Jack – Teacher Education Quarterly, 2010
Little research has been conducted to directly compare the effectiveness of different models of field-based learning experiences and little has been reported on the use of the Interstate New Teacher Assessment and Support Consortium (INTASC) standards in establishing a formative assessment for teacher candidates (TCs). The current study used the…
Descriptors: Formative Evaluation, Field Experience Programs, Program Effectiveness, Competence
Strategies for Overcoming Challenges when Establishing and Sustaining Special Education Professional Development School Partnerships
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Sargent, Amy; Gartland, Debi; Borinsky, Mark; Durkan, Kim – School-University Partnerships, 2009
In this article, we share how a professional development school (PDS) partnership between several elementary school sites within a district and an institution of higher education prepares special education teacher candidates. The following challenges are identified for PDS stakeholders: recruiting qualified special education mentor teachers,…
Descriptors: Professional Development Schools, Mentors, Field Experience Programs, Special Education Teachers
Professional Development Schools: A Review of Experiences in Eight Pioneer Sites in Texas.
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Thomas, Kay; Kjelgaard, Peggy A. – ERS Spectrum, 1998
Summarizes a study focused on three major components of Texas Centers for Professional Development and Technology: visions of professional development, enactments of PDS models, and the models' effects on experienced teachers, university faculty, and preservice teachers. Due to the program's collaborative nature, study participants learned from…
Descriptors: Elementary Secondary Education, Field Experience Programs, Higher Education, Professional Development Schools
Safety Net or Free Fall: The Impact of Cooperating Teachers
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Duffield, Stacey – Teacher Development, 2006
Over the past 20 years, the Professional Development School (PDS) model has been proven to be a successful way to induct teacher candidates into the teaching profession. Induction has been recognized as a way to counteract attrition from a profession that loses as many as 50% of its teachers within five years of entry. Using the PDS model of…
Descriptors: Professional Development Schools, Cooperating Teachers, Beginning Teacher Induction, Best Practices
What Do Teacher Candidates Have to Say about their Clinical Experiences?
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Singh, Delar K.; Stoloff, David L. – Online Submission, 2006
Field experiences and clinical practice are considered the most important and most influential component of teacher preparation programs. The National Council for the Accreditation of Teacher Education Programs (NCATE) has established six standards to measure the effectiveness of teacher education programs; field experiences and clinical practice…
Descriptors: Preservice Teacher Education, Teacher Education Programs, Field Experience Programs, Pedagogical Content Knowledge
Preparing Tomorrow's Teachers: The Field Experience. Teacher Education Yearbook IV.
McIntyre, D. John, Ed.; Byrd, David M., Ed. – 1996
This yearbook provides educators with current research and practical guidelines for improving the education of teacher candidates and beginning teachers. The book has four sections, each on a particular topic and containing an overview and a response (reflections and implications). The first section focuses on contexts for effective field…
Descriptors: Beginning Teacher Induction, Beginning Teachers, College School Cooperation, Cooperating Teachers