Impact of Pre-Service Student Teaching Experience on Urban School Teachers

Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/jip.html

Y

17

Teaching Experience; Supervision; Affective Measures; Urban Schools; Student Teaching; Urban Teaching; Beginning Teachers; Job Satisfaction; Self Esteem; Teacher Effectiveness; Teacher Influence; Teacher Persistence; Correlation; Lesson Plans; Planning; Teacher Collaboration

0094-1956

A total of 204 K- 12 teachers were surveyed for the purpose of investigating the effect of pre-service student teaching on teachers' career goals, affective measures and classroom teaching. The study also explored whether different levels of supervision of student teaching may have had different effects on teachers' personal and professional aspects of their job, and in what areas the pre-service student teaching experience was helpful in their teaching. Among new teachers, those who had student teaching experience had a significantly higher level of job-satisfaction than those who did not have student teaching experience. Teachers who had student teaching tended to show a higher level of confidence in their ability to change student learning in positive ways. Teachers indicated that making a positive impact on students was the most important job factor in their decision to remain in teaching. Among those who had student teaching, the amount of direct supervision they received during student teaching was significantly associated with teachers' desires to remain in teaching. Teachers indicated lesson planning as the most helpful area and building professional relationships as the least helpful area in which they received help from student teaching. A Questionnaire is appended. (Contains 2 figures and 10 tables.)

Author

21

2007

EJ774144