School—University Partnerships in Special Education Field Experiences

Abstract

A national survey was conducted in which universities and colleges that provided special education teacher preparation programs described and evaluated their relationships with schools in terms of field experiences for preservice teachers. Surveys were mailed to randomly selected institutions of higher education (IHEs) that provided special education teacher preparation programs. Nearly three fourths (72.2%) of the IHEs reported having formal written partnerships with districts, schools, or teachers; however, such formal partnerships only partially influenced the identification and placement of preservice teachers in special education field experiences. Some IHEs used either university supervisors or cooperating/mentor teachers only, but not both, when evaluating the students' performance in field experiences. This phenomenon occurred, however, only in pre—student teaching field experiences. Less than half (41.4%) of the IHEs allowed teacher candidates to complete the student teaching requirement while employed as teachers. We summarize the reported elements of the formal and informal partnerships as well as the conditions under which on-the-job fieldwork was permitted.

The First Field Experience: Perspectives of Preservice and Cooperating Teachers

“…The results of this research affirm previous work and extend knowledge of the development of preservice teachers through field experiences (Feiman-Nemser, 2001;Prater & Sileo, 2002;Whitney et al, 2002). Specifically, the importance of the relationship between preservice teachers and cooperating teachers is foundational to the development of preservice teachers' knowledge and skills (Darling-Hammond, Chung, & Frelow, 2002;Prater & Sileo, 2002).…”

“…Specifically, the importance of the relationship between preservice teachers and cooperating teachers is foundational to the development of preservice teachers' knowledge and skills (Darling-Hammond, Chung, & Frelow, 2002;Prater & Sileo, 2002). The roles of both cooperating teacher and preservice teacher are varied and provide support for the preservice teacher's development.…”

The Development of an Inclusive Charter Elementary School: Lessons Learned

“…Partnerships between universities and school districts have been stated as a recommended practice for our field (Prater & Sileo, 2002;Salisbury & McGregor, 2002). Similar partnerships around the nation may wish to consider such a model as a means of developing an educational program that reflects inclusive programming for all students.…”

The Impact of Field Experiences on Pre-service Teachers’ Decisions Regarding Special Education Certification

“…Extended field experiences have afforded additional opportunities for university students to raise questions about current practices and to further explore teaching and learning strategies while applying them to real-life situations (Prater &Sileo, 2002).…”