National Teacher Education Journal
This research examined an early field experience model supported by instructional coaching that was implemented within an undergraduate educator preparation program for secondary language arts and social sciences candidates. A mixed methods design examined candidates’ stages of concern based on the Fuller (1969) stages of concern theory in relationship to Marzano’s (2003) teacher-level factors of effective schools. While teacher candidates were able to demonstrate each component of effective classroom pedagogy, their level of success varied. At the beginning of the experience, self-concerns were high and characterized by candidates’ identities as students and ego-driven considerations. As the experience progressed, candidates focused more on task concerns and the compliant engagement of students. Evidence of impact concerns was limited. Sustained time and university faculty supervision were key elements in a successful early field experience.
Welsh, Kelly and Schaffer, Connie L. Dr, "The Demonstration of Effective Pedagogy to Secondary Education Candidates in an Early Field Experience" (2015). Teacher Education Faculty Publications. 84.
Funded by the University of Nebraska at Omaha Open Access Fund