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8
Method
This observational study was conducted over three semesters and included 31 undergraduate
pre-service teachers pursuing a dual teaching license in elementary and special education. These
pre-service teachers were observed teaching in Block II, III, and IV field experiences (one 3-credit
field experience per semester) prior to student teaching. Upon admission, every pre-service teacher
had passed PRAXIS I and had a minimum GPA of 2.75 in their university core and content classes.
The average GPA of the participants was 3.25. Each participant had completed their pre-major
classes, was admitted to ITEP, and followed the block schedule plan. Pre-service teachers
completed three semesters of field experience in three types of elementary schools (persistently
high, middle and low achieving schools).
Observations and Instruments
During each semester, three types of evaluations were conducted. Every pre-service teacher
participated in formal observations, informal observations and a final holistic evaluation from the
classroom teacher. All observations and evaluations were followed by a debriefing conference.
University supervisors scheduled the day and time
formal observations
would take place. This
allowed pre-service teachers to submit their lesson plans prior to the observation. Each formal
observation was conducted for a full instructional lesson. The number of observations conducted
each semester was a component of the block. As pre-service teachers progressed through the
program and developed skills and confidence, one additional formal observation was added.
Specifically, during Block II, pre-service teachers were formally observed once, in Block III, two
formal observations were conducted, and in Block IV, three formal observations were conducted.
The formal observation instrument consisted of 14 identified teacher behaviors/skills to be
evaluated on a 0-6 point scale, with 6 representing distinguished performance for a beginning
teacher. Observed behaviors are listed as part of Table 1.
Results
Data from observations of 31 pre-service teachers from three practica placements across
three semesters (blocks) were coded and analyzed. The overall results revealed that pre-service
teachers improved their performance over time (See Table 1.).
Table 1
Mean and Standard Deviation of Formal Observations by Blocks and Items (n=31).
Observed Teaching Block and Observation
Behavior/Skill
II
Obs 1
M
(SD)
III
Obs 1
M
(SD)
III
Obs 2
M
(SD)
IV
Obs 1
M
(SD)
IV
Obs 2
M
(SD)
IV
Obs 3
M
(SD)
1. Goals/objectives
5.14
(1.09)
4.7
(1.91)
5.3
(1.56)
5.33
(1.12)
5.77
(0.9)
5.87
(0.43)
2. State standards
5.13
(1.33)
5.53
(1.22)
5.93
(0.37)
5.17
(1.64)
5.83
(0.6)
5.7
(1.12)
3. Teacher
preparation/content
5.41
(0.76)
5.57
(0.82)
5.87
(0.35)
5.33
(1.03)
5.63
(0.85)
5.63
(0.72)