Abstract
This study investigates the process of assisting a teacher prior to student teaching. Teacher candidates in two certification programs kept a log documenting the tasks they did during their on-site experiences and the time spent on eight types of tasks. A one-way analysis for repeated measures showed that, in both programs, candidates spent a majority of their time on clerical tasks, despite the value they saw in interpersonal contact. A t test for independent measures revealed no significant difference between constant and varied placements in time spent on teaching a whole class and on other highly valued tasks.
Recommended Citation
Wilkins-Canter, Elizabeth A. and Edwards, Audrey T.
(1999)
"Time Spent on Higher-Order Tasks in Two Teacher-Apprentice Options,"
Mid-Western Educational Researcher: Vol. 12:
Iss.
2, Article 7.
Available at:
https://scholarworks.bgsu.edu/mwer/vol12/iss2/7
