Pre-Teaching Concerns
| dc.contributor.advisor | Burross, Heidi L | en_US |
| dc.contributor.author | Yerger, Sara | |
| dc.creator | Yerger, Sara | en_US |
| dc.date.accessioned | 2011-10-07T22:46:29Z | en |
| dc.date.available | 2011-10-07T22:46:29Z | en |
| dc.date.issued | 2011 | en |
| dc.identifier.uri | http://hdl.handle.net/10150/144370 | en |
| dc.description.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. | |
| dc.language.iso | en | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.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. | en_US |
| dc.subject | early field experience | en_US |
| dc.subject | preservice teacher | en_US |
| dc.subject | teacher concerns | en_US |
| dc.title | Pre-Teaching Concerns | en_US |
| dc.type | Electronic Thesis | en_US |
| dc.type | text | en |
| dc.identifier.oclc | 752261459 | en |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | masters | en_US |
| dc.contributor.committeemember | Levine-Donnerstein, Deborah | en_US |
| dc.contributor.committeemember | McCaslin, Mary | en_US |
| dc.contributor.committeemember | Good, Thomas | en_US |
| dc.identifier.proquest | 11601 | en |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.discipline | Educational Psychology | en_US |
| thesis.degree.name | M.A. | en_US |
| refterms.dateFOA | 2018-06-26T10:17:33Z | |
| html.description.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. |
