Describing self-perceptions of pre-service teachers regarding field experience at a Texas public state university : a case study.
| dc.contributor.advisor | LeCompte, Karon N. | |
| dc.creator | Donham, Rachelle Wansik, 1972- | |
| dc.creator.orcid | 0009-0003-6362-4929 | |
| dc.date.accessioned | 2024-07-17T13:58:50Z | |
| dc.date.available | 2024-07-17T13:58:50Z | |
| dc.date.created | 2023-08 | |
| dc.date.issued | 2023-08 | |
| dc.date.submitted | August 2023 | |
| dc.date.updated | 2024-07-17T13:58:50Z | |
| dc.description.abstract | The lack of field experience in a teacher preparation program at the university level hinders pre-service teachers’ professional growth and adequate preparation for entering the classroom. Field experience is a crucial learning experience for pre-service teachers that bridges pedagogy to theory, establishes professional identity, creates a connection between pre-service teachers’ perceptions and realities in the classroom, and broadens communication skills needed for student and mentor relationships. This study described pre-service teachers’ perceptions of themselves and teaching because of field experience and the positive and negative elements that helped define their professional identity. My study revealed the importance of field experience integration into a university teaching preparation program. A qualitative single case study research design using a constructivist theoretical framework and two research questions served as the basis for this research study. Within one semester, data collection followed a three-step protocol using journals, semi-structured interviews, and document artifacts. Completed journal entries occurred each week for 14 weeks; Zoom recorded initial and follow-up interviews and document artifacts from university supervisors, mentor teachers, and conference plans continued throughout the semester. The study’s results provided insight into pre-service teachers' perceptions and the positive and negative elements that played a pivotal role in an established professional identity during the field experience. The findings from my study indicated that pre-service teachers benefit tremendously from engagement in field experience. Research outcomes included enhanced professional growth, established professional identity, increased confidence levels, and new realities regarding student and mentor relationships. Additionally, my findings indicated the importance of mentoring relationships and more emphasis needed at the university level on teacher responsibilities such as lesson planning and classroom management. This research study clearly emphasized the need for the early placement of field experience in a teacher preparation program and the significance of the benefits of field experience for pre-service teachers. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12784 | |
| dc.language.iso | English | |
| dc.rights.accessrights | No access – contact librarywebmaster@baylor.edu | |
| dc.title | Describing self-perceptions of pre-service teachers regarding field experience at a Texas public state university : a case study. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| local.embargo.lift | 2025-08-01 | |
| local.embargo.terms | 2025-08-01 | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning & Organizational Change | |
| thesis.degree.school | Baylor University |
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