School of Teaching and Learning Faculty Publications

Document Type

Book Chapter

Abstract

The goal of this chapter was to explore the impact of a field-centric, grade-band, and subject-area specific field experience model that is linked to corresponding coursework on novice teacher candidates' conceptions of what it means to be a teacher. Grounded in the work of scholars such as Dewey, Piaget, and Vygotsky, this study explores three questions: What aspects of the Adopt-an-Apprentice program do teacher candidates view as beneficial to their understanding of the profession and their development as teachers? What benefits, if any, do classroom teachers derive from hosting teacher candidates in the Adopt-an-Apprentice program? What is the impact of grade band/subject-area field experiences on teacher candidates' conceptions of being a teacher? Using quantitative and qualitative surveys, the study illustrates how coursework linked to authentic application in clinical settings empowered novice teacher candidates to understand and engage content, pedagogy, and standards.

Publication Date

2019

Publication Title

Field-Based Teacher Education

Publisher

IGI Global

DOI

https://doi.org/10.4018/978-1-5225-6249-8.ch016

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