The Effects of Prior Field Experience on Student Teacher Competence

Abstract

Fifty-four special education student teachers were evaluated by university supervisors and cooperating teachers on eight variables, in the first week and the last week of their student teaching. Student teachers who had participated in a university-sponsored, field-based experience reported significantly higher levels of confidence prior to student teaching. In addition, these student teachers received significantly higher competence ratings by university supervisors and cooperating teachers. Student teachers who reported high levels of prior field experience independent of the field-based program received significantly higher ratings than students with less prior experience, although these student teachers did not report higher levels of confidence. Other variables (age, marital status, sex, etc.) did not bear a strong relation to student teacher competence. Results suggested that prior field experience, either independently acquired or universitysponsored, was associated with higher student teacher ratings, and that this association held true of the beginning and end of student teaching.

Common Core Science Standards: Implications for Students with Learning Disabilities

“…Of course, given the comprehensive nature of science education, it is less realistic to assume that all subjects will be similarly interesting to all students. Nevertheless, teachers of all students should do what they can to enhance interest, and provide connections to life experiences (Brigham et al, 1992; Scruggs & Mastropieri, in press). Promoting equity .…”

“…Results from observational studies and attitude surveys in this regard are not entirely positive. Scruggs and Mastropieri (1996) and Scruggs, Mastropieri, and Leins (2012) reviewed all available survey research of teacher attitudes toward inclusion, and reported that, although a majority supported inclusive practices, only a small minority agreed they had sufficient time, training, or support to implement inclusion effectively. In a recent synthesis of all available qualitative research on co-teaching, Scruggs, Mastropieri, and Mc-Duffie (2007) concluded that special education co-teachers served mostly in a supporting capacity, and rarely employed specialized instructional strategies to assist students with disabilities.…”