ERIC Number: EJ1378382
Record Type: Journal
Publication Date: 2020
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1099-839X
Teacher Candidates' Perceptions of Grade Level Organization and Its Influence on Their Professional Development
Parker, Audra K.; Rakes, Lori
Current Issues in Education, v21 n1 2020
Teacher candidates consistently indicate field experiences are the most impactful aspect of their preparation for teaching. In this study we explored elementary teacher candidates' perceptions of elementary K-6 grade level organization (departmentalized or self-contained) during their teacher preparation field experiences at two universities in the southeastern region of the United States. Findings suggest teacher candidates vary in terms of their attitudes towards grade level organizational structures and how their preparation in these contexts impacted their professional development. Because field experiences occur at critical developmental junctures for teacher candidates, teacher educators must understand the impact of grade level organizational structures on teacher candidates' professional development so as to appropriately scaffold and guide these experiences.
Descriptors: Preservice Teachers, Student Attitudes, Instructional Program Divisions, Elementary School Teachers, Self Contained Classrooms, School Organization, Departments, Teaching Experience, Undergraduate Students, Graduate Students, Internship Programs, Time Management, Classroom Techniques, Professional Development Schools, Student Needs
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: https://cie.asu.edu/ojs/index.php/cieatasu
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A