• Login
    View Item 
    •   Home
    • Theses and Dissertations
    • Theses and Dissertations
    • View Item
    •   Home
    • Theses and Dissertations
    • Theses and Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of TUScholarShareCommunitiesDateAuthorsTitlesSubjectsGenresThis CollectionDateAuthorsTitlesSubjectsGenres

    My Account

    LoginRegister

    Help

    AboutPeoplePoliciesHelp for DepositorsData DepositFAQs

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Evaluating student teaching experiences at urban and suburban field sites: Relationship to teacher efficacy, preparedness, and commitment

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Thumbnail
    Name:
    RussellMcKenzie_temple_0225E_1 ...
    Size:
    691.8Kb
    Format:
    PDF
    Download
    Genre
    Thesis/Dissertation
    Date
    2009
    Author
    Russell-McKenzie, Elisabeth
    Advisor
    DuCette, Joseph P.
    Committee member
    Davis, James Earl, 1960-
    Walker, Thomas J.
    Department
    Educational Psychology
    Subject
    Education, Teacher Training
    Education, Educational Psychology
    Bandura
    Field Experiences
    Preservice Teachers
    Teacher Commitment
    Teacher Efficacy
    Urban Teaching
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/2285
    
    Metadata
    Show full item record
    DOI
    http://dx.doi.org/10.34944/dspace/2267
    Abstract
    Preparedness, efficacy, and commitment to a teaching career are important products of the teacher preparation process. Yet research on how the context of field experiences influences the development of these products is limited. The purpose of this study is firstly to confirm the existence of hypothesized differences between urban and suburban field placements and secondly to investigate the relationship between individual components of these contextualized field experiences and the outcomes of preparedness, efficacy, and commitment. Field experiences are examined through the lens of Bandura's (1997) sources of teacher efficacy belief development (mastery experiences, vicarious experiences, verbal persuasion, emotional arousal) and their interactions with student teaching contextual influences. The results suggest that urban-based student teachers have a qualitatively different experience from their suburban-based counterparts. Although the study did not find significant differences in resultant teacher efficacy, or preparedness for assuming fulltime teaching responsibilities, urban-based teachers report less long-term teaching commitment, but are more likely to be seeking an initial placement in an urban school. Regression analyses were performed to identify those components of the field experience and individual student characteristics that predict preparedness, efficacy and commitment. Location and on-site school contextual variables (school climate, school poverty) play an integral role in prediction of teaching efficacy. While long-term teaching commitment was most strongly predicted by emotional interpretations of the experience (satisfaction, stress, confidence) together with feeling supported by the field supervisor, intentions regarding teaching location were more dependent on support and encouragement received from mentor teachers in those locations, and viewing the mentor as a good career model. The findings of this study have important implications for teacher training since the results confirm that student teachers have very different experiences based on field site location and that these experiences do contribute differentially to the development of preparedness, efficacy and commitment.
    ADA compliance
    For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
    Collections
    Theses and Dissertations

    entitlement

     

    Related items

    Showing items related by title, author, creator and subject.

    • Thumbnail

      How Do Selected Novice Middle School Teachers from Various Certification Pathways Perceive the Effectiveness of Their Teacher Preparation?

      Gross, Steven Jay; Shapiro, Joan Poliner; Boyer, Jean A.; DuCette, Joseph P. (Temple University. Libraries, 2016)
      This dissertation study compared the three most common pathways of traditional preparation for novice middle level teachers (elementary, middle level, and secondary) and attempted to answer the central question of which group felt best prepared for middle level teaching. Selected novice teachers from each of the three pathways were interviewed and asked to reflect on their preparation program. All participants were graduates of the same large, urban, public university. Data were collected using an interpretivism paradigm and analyzed using the constant comparative method. The state has recently redesigned its certification structure and teacher education institutions have redesigned their programs to reflect these changes. This study sought to discover if the restructuring resulted in greater feelings of preparedness among novice teachers. This study was exploratory, but initial findings indicate that there was very little difference in feelings of preparedness among the three pathways for teaching at the middle level with respect to program components and understanding of the needs of middle level adolescents. There was limited difference among the three pathways with respect to content preparation. This poses an interesting policy question: If the state’s intent in restructuring the certification tiers was to ensure more prepared teachers for the middle level and this exploratory study shows little difference in feelings of preparation, was the decision to restructure teacher certification a worthwhile endeavor? The study offers possible programmatic changes to increase feelings of preparedness as well as ideas for further research around this topic.
    • Thumbnail

      New Teacher Induction: A multi-case study of the role support plays in the professional learning of teacher residents

      Brooks, Wanda M., 1969-; Cucchiara, Maia Bloomfield; Woyshner, Christine A.; Patterson, Timothy (Temple University. Libraries, 2019)
      A substantial body of literature has examined teacher induction programs. Previous research has highlighted program characteristics, associated activities, and the impact on issues such as retention and student achievement. However, little research has examined the potential for induction activities to go beyond meeting the most basic short-term needs of novices and instead create the meaningful learning opportunities that lead to sustained growth. Drawing on semi-structured interviews, observations, and document analysis, this multi-case study describes the induction experiences of five second-year middle-grades STEM teachers prepared in an urban teacher residency program. Participants completed a two-year induction program, during which they received induction support from their school, district, and residency program. This research describes the induction supports (e.g., mentoring, professional development, formal induction course, and action research group) available to the participants and the utility ascribed to each of these supports by the teachers. Using Cochran-Smith and Lytle’s theories of teacher learning (1999; 2001) as the theoretical framework, the research examines how induction supports facilitate pathways to teacher learning. Additionally, this framework serves to identity how different induction supports position teachers along the continuum from users to generators of knowledge. The individual cases underscore that participants had access to induction supports that created opportunities for them to be users, co-creators, and generators of knowledge. The participants did report some appreciation for these latter approaches and a positive impact on their practice and growth; however, the participants ultimately favored supports that were more prescriptive. While these supports did not necessarily contribute to their growth, they met their needs at the time and, ultimately, that is what mattered most.
    • Thumbnail

      TEACHER PREPARATION IN A VIRTUAL K-12 CONTEXT: THE PERCEPTIONS OF SCHOOL LEADERS CONCERNING TEACHER PROFESSIONAL DEVELOPMENT

      DuCette, Joseph P.; McGinley, Christopher W.; Hall, John; Brooks, Wanda M., 1969- (Temple University. Libraries, 2019)
      Enrollment in cyber schools has increased steadily from their inception in 1996 through 2019. Despite this increase there is a limited understanding of how to train teachers to teach in virtual classrooms. Most virtual professional development is created and delivered by leaders of cyber schools. Therefore, to contribute to the literature on teacher training for online schools, this dissertation explores what school leaders of a cyber school perceive about the skills required to teach online and how they address these skills through the preparation and ongoing development of their new and veteran teachers. All 30 members of the focal school’s leadership team were invited to complete an anonymous questionnaire, and additionally, they were invited to participate in an interview. The data were analyzed via frequency calculations and coding. Conclusions were focused on the knowledge gaps of new teachers, what defines a successful professional development experience, the state of teacher training at cyber schools, and the extent school leaders are involved with the creation of professional development at their school. I found that the knowledge gaps of new teachers depend on their prior teaching experiences, with the teachers who have more experience in brick-and-mortar schools having the most gaps. The most effective professional development activities were characterized to be engaging, relevant, timely, and a good example of what teachers should do in their own classrooms. The focal school uses several forms of professional development to meet the needs of new teachers: an in-person onboarding, induction, and mentorship. At the focal school, veteran teachers are provided with grade-level weekly workshops and a content-level professional learning community. Involvement in the creation of professional development is dependent on an individual’s title and role.
    DSpace software (copyright © 2002 - 2022)  DuraSpace
    Temple University Libraries | 1900 N. 13th Street | Philadelphia, PA 19122
    (215) 204-8212 | scholarshare@temple.edu
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.