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• W1548097729 abstract "We review applications, require adequate GPAs, read essays, score interview responses, and yet, as teacher educators, we often struggle with determining which qualities students should possess to become successful preservice teachers. During the application process, the vast majority of students state, I love kids! Indeed, their intentions are genuine; their feelings are sincere. However, loving kids is not enough to meet the demands of a successful teaching career in elementary education. Semester after semester, we admit qualified applicants to our Elementary Education Program only to find that some students lack the necessary skills, dispositions, professionalism, and/or knowledge to be successful preservice teachers. Often, these issues surface during their field placement experiences, resulting in critical conversations between the student teacher, cooperating teacher, and university teacher educator. Were there red flags? How did we miss them? If teacher educators within university teacher preparation programs knew several specific qualities to assess in preservice teachers to help ensure their success, then perhaps these situations could be avoided. In this study, teacher educator-researchers surveyed preservice and cooperating teachers to determine the qualities each group believed contributed to the success of preservice teachers during their field experiences. By identifying these qualities, teacher educators can share them with preservice teachers, helping them to develop these qualities. Additionally, teacher educators can review and revise preservice teacher expectations and assessments to improve the overall quality of the elementary education preservice teacher program. THE LITERATURE ON PRESERVICE AND COOPERATING TEACHERS The Role of the Preservice Teacher The field experience component of the preservice teaching experience involves a complex set of circumstances. The preservice teacher is not typically viewed as an equal member with the cooperating teacher in the classroom, nor does the preservice teacher simply fill the role of teacher's aide. This results in preservice teachers sometimes having limited responsibilities and few opportunities to try a variety of teaching strategies. However, most cooperating teachers expect preservice teachers to assume increased responsibilities during the field experience, culminating with a complete assumption of all teacher responsibilities by the end of the semester. To further complicate the situation, not only do preservice teachers have to meet these expectations, but often those of university supervisors, who assign grades based on observations and recommendations from cooperating teachers (Posner, 2000). Finally, the cooperating teacher is the person most responsible for shaping the attitudes of the preservice teacher (McIntyre, Byrd, & Foxx, 1996). Even given these complex circumstances, the field experience component is still the most popular aspect of teacher preparation programs. Henry (1989) identified several factors that contribute to this continued popularity of the field experience: a connection to the actual teaching setting, learning by experience, emotional involvement, and internally driven goal setting. Although the field experience allows preservice teachers to develop their teaching, they may or may not ensure preservice teachers encounter certain kinds of teaching situations or the opportunities to develop appropriate skills to handle these situations (Darling Hammond, 2006). Throughout a teacher preparation program that includes field experiences, a preservice teacher should expect to achieve a sense of earned intellectual and moral authority to teach (Roosevelt, Hanson-Eglite, & McHaney-Trice, 2007, p. 94). Richardson (1996) reviewed the research on the attitudes and values of entering preservice teachers and found they exhibited a sense of confidence and optimism, with a belief that experience is the best teacher. …" @default.
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• W1548097729 date "2010-02-13" @default.
• W1548097729 modified "2023-09-22" @default.
• W1548097729 title "I Love Kids! Doesn't That Mean I Will Be a Successful Preservice Teacher?" @default.
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