Persistent Link:
http://hdl.handle.net/10150/144370
Title:
Pre-Teaching Concerns
Author:
Yerger, Sara
Issue Date:
2011
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study was done to investigate the types and intensity of teaching concerns preservice teachers have during their coursework and how these are connected to early field experiences (EFE). A survey was conducted comparing preservice teachers in an on-campus versus an on-site course at a local elementary school. Participants (N = 99) were asked about 26 types of concerns and these groups were compared; only one significant difference was found, that the on-campus group had more general teaching concerns than the on-site group. Fuller's (1969; 1974) research on immature versus mature teaching concerns was corroborated by the survey items and factor analyses, although no change over time was found. School-based field experiences were significantly listed by both groups as being the most useful experience in their teacher education; therefore, it is recommended that opportunities be created for preservice teachers to participate in EFEs.
Type:
Electronic Thesis; text
Keywords:
early field experience; preservice teacher; teacher concerns
Degree Name:
M.A.
Degree Level:
masters
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
Burross, Heidi L

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titlePre-Teaching Concernsen_US
dc.creatorYerger, Saraen_US
dc.contributor.authorYerger, Saraen_US
dc.date.issued2011en
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study was done to investigate the types and intensity of teaching concerns preservice teachers have during their coursework and how these are connected to early field experiences (EFE). A survey was conducted comparing preservice teachers in an on-campus versus an on-site course at a local elementary school. Participants (N = 99) were asked about 26 types of concerns and these groups were compared; only one significant difference was found, that the on-campus group had more general teaching concerns than the on-site group. Fuller's (1969; 1974) research on immature versus mature teaching concerns was corroborated by the survey items and factor analyses, although no change over time was found. School-based field experiences were significantly listed by both groups as being the most useful experience in their teacher education; therefore, it is recommended that opportunities be created for preservice teachers to participate in EFEs.en_US
dc.typeElectronic Thesisen_US
dc.typetexten
dc.subjectearly field experienceen_US
dc.subjectpreservice teacheren_US
dc.subjectteacher concernsen_US
thesis.degree.nameM.A.en_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorBurross, Heidi Len_US
dc.contributor.committeememberLevine-Donnerstein, Deborahen_US
dc.contributor.committeememberMcCaslin, Maryen_US
dc.contributor.committeememberGood, Thomasen_US
dc.identifier.proquest11601en
dc.identifier.oclc752261459en
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