The Power Of Practicum Support: A Quasi-Experimental Investigation Of Elementary Preservice Teachers’ Science Instruction In A Highly Supported Field Experience

Authors

Jerrid Kruse, Drake UniversityFollow
Jesse Wilcox, University of Northern IowaFollow
Neal Patel, Drake University
Sarah Borzo, Drake UniversityFollow
Colin Seebach, Drake University
Joleen Henning, Drake University

Document Type

Article

Keywords

Elementary teachers, field experience, practicum, teacher education, teaching effectiveness

Journal/Book/Conference Title

Journal of Science Teacher Education

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.

Department

Department of Biology

Original Publication Date

1-1-2021

DOI of published version

10.1080/1046560X.2021.1949099

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Language

en

Recommended Citation

Kruse, Jerrid; Wilcox, Jesse; Patel, Neal; Borzo, Sarah; Seebach, Colin; and Henning, Joleen, "The Power Of Practicum Support: A Quasi-Experimental Investigation Of Elementary Preservice Teachers’ Science Instruction In A Highly Supported Field Experience" (2021). Faculty Publications. 141.
https://scholarworks.uni.edu/facpub/141