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additional survey question allowed them to specify areas they felt needed more emphasis before
teachers enter classrooms. Coursework focused on diverse populations was identified as the
greatest area of need by 62% of the respondents while more instruction in classroom
management was identified by almost 60% of the respondents.
Field Experience
Concerns are noted by Boyd, et al. (2007), of field experience inconsistencies within
education programs. Participants indicated differences in the number of field hours required
prior to student teaching. This sample collectively, however, believed their field experiences
were effective (82.75%). Almost 80% felt the number of hours were adequate, though in a
follow-up open-ended question, 60% of responders suggested increasing time in-field.
Though it is unknown how the numbers of field hours compare with teaching universities
across the nation, it is known that the fieldwork of all program areas at the university were
embedded in specific courses as opposed to standalone field experiences that follow the
completion of particular courses. Some felt certain elements from college coursework could be
improved to enhance field experiences. One respondent shared, “I felt like the ideas and methods
I was given for discipline in coursework were for perfect situations and ideal circumstances
rather than the reality of students who curse at you, threaten you, accuse you of racism, etc.”
Such sentiment supports Guo et al. (2009) conclusion that preservice teachers want opportunities
to apply what they are learning in the college classroom in true settings.
The most identified area of field experience dissatisfaction (55%) focused on
opportunities respondents had in working with students of diverse backgrounds. In a follow-up
open-ended question, 35.29% indicated need for more time working with students from diverse
populations, specifically those from “urban settings,” “different cultures,” “students with
disabilities,” “different socioeconomic cultures,” “disabilities,” and “ELL.”
Student Teaching
In regard to student teaching, this study looked at one particular area cited in the research
as beneficial to future teachers—yearlong internships—as well as asking respondents to voice
ways the student teaching experience could be improved. The majority of the sample (86%)
completed a traditional single student teaching semester. The yearlong internship was available
only to elementary education majors who met particular criteria. A follow-up question asked the
sample what they felt was most appropriate in terms of preparing a teacher candidate and the
majority (64%) believed one semester was most appropriate. Further thoughts on student
teaching, however, were shared in an additional open-ended question answered by 34% of the
respondents who discussed a variety of topics from the need for master cooperating teachers to
financial concerns of the student teacher. Some responding to the open-ended question stressed
benefits of the internship:
[Internship Graduate]:
I believe having the opportunity to do a year long of student teaching
prepared me better for my own teaching position. Compared to other 1st year teachers, I was
more prepared.