Perceptions of Teacher Candidates From Traditional and Alternative Teacher Preparation Programs About Competencies Supported by Coursework and Clinical Experiences

• In Event: Poster Session 5
  In Poster Session: Perceptions of Teacher Candidates From Traditional and Alternative Teacher Preparation Programs About Competencies Supported by Coursework and Clinical Experiences

Abstract

Research supports a relationship between teachers’ perceptions of their preparation and their effectiveness as teachers. Preparation programs differ in their emphases on coursework compared to field experiences. The present study assessed differences in teacher candidate perceptions of the emphasis of core competencies instructed via coursework or field experiences for traditional and alternative teacher education programs.
Surveys sent electronically were received from 296 teacher candidates in a Western state. Results found differences in focus on competencies between field- and course-focused experiences, with a higher mean for field-focused and a different emphasis by competency area. Results are discussed in the context of differences among competencies emphasized in traditional compared to alternative routes to certification.

Authors

• Kimberly Mackai Hartnett-Edwards, University of Denver

• Kathy E. Green, University of Denver

• Kent Seidel, University of Colorado Denver

• Pablo Antonio Olmos-Gallo, University of Denver