The Power of Practicum Support: A Quasi-experimental Investigation of Elementary Preservice Teachers’ Science Instruction in A Highly Supported Field Experience
Elementary teachers, field experience, practicum, teacher education, teaching effectiveness
Journal of Science Teacher Education
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 of Biology
Original Publication Date
DOI of published version
UNI ScholarWorks, Rod Library, University of Northern Iowa
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.