14 / 87
13
Figure 4.
Teaching composite scores by achievement level and block.
Teaching by Levels by Blocks
0
1
2
3
4
5
6
Block II
Teach
Block III
Obs 1
Teach
Block III
Obs 2
Teach
Block IV
Obs 1
Teach
Block IV
Obs 2
Teach
Block IV
Obs 3
Teach
High
Medium
Low
Pre-service teachers began their practicum experiences with their lowest scores in teaching.
As pre-service teachers moved to Block III, teaching remained the lowest area of proficiency. As
pre-service teachers progressed through the program, teaching in Block IV showed ebbs and flows,
with lower scores at the beginning of the semester and the highest scores at the end of Block IV,
just before they entered student teaching. Overall, final observation scores showed that all the pre-
service teachers reached a high level of proficiency.
Discussion
Field experiences for pre-service teachers have been widely touted as a critical component
of quality teacher education. Further, increased time in schools, prior to student teaching or
internship, has been recommended. ITEP was created with a strong practicum component that
scaffolded the development of teachers from a less intensive to a more intensive experience in
classrooms that modeled the full range of teaching responsibilities.
Pre-service teachers showed general improvement in their teaching skills as they progressed
through the program. Pre-service teachers struggled as they moved between blocks, and the
expectations and intensity of the teaching increased. These data suggest that with support and
feedback, pre-service teachers can continue to develop as professionals and integrate their
knowledge of practice
into
knowledge in practice
as described by Cochran-Smith & Lytle (1999).
Further, these data validate policy makers and researchers call for increased time in schools during
teacher education (Hardman, 2007).
Providing university supervisors is costly. In a resource-depleted environment, it is essential
to evaluate the value of university supervisors who provide multiple formal and informal
observations and feedback conferences. In this study, the highest scores for formal observations
occurred in Block IV suggesting that pre-service teachers used and incorporated feedback. In
situations where they struggled, they were given enough support, practice and mentoring to reach
the high expectations set for them. Performance in early blocks did not predict performance in
Block IV.