Factors that influence clinical placements for teacher candidates

Abstract

Factors that influence clinical placements for teacher candidates Kristi M. James In 2010, President Barack Obama's administration committed to reevaluate funding streams for No Child Left Behind (NCLB). This effort supported state and local initiatives designed to strengthen teacher quality. While a number of studies have examined preparation programs, candidate efficacy, and even candidate induction and attrition; few studies have sufficiently documented the factors that influence cooperating teachers' decision to mentor teacher candidates. This descriptive study identified in-service teachers' perceptions of the challenges and benefits to mentoring teacher candidates, investigated these perceptions across specific demographic aspects, and school designation (PDS or NON-PDS). Using the Teacher Perceptions questionnaire, the researcher collected data from in-service teachers. In addition to exploring the challenges and benefits of mentoring teacher candidates from the perspective of inservice teachers, this study also examined the effect of limited clinical placements on teacher preparation programs. Findings from this study indicated that even though the majority of teachers surveyed believe that mentoring teacher candidates is a professional obligation. Even though doing so adds to the already heavy load of classroom teaching. There was no significant relationship between gender, size of institution, level of education, and years of teaching experience. This study provided a snapshot of teacher perceptions in the eastern Mid-Atlantic region of the United States, adds to the available information on teacher candidate placements and clinical experiences, and provides insights for future research.