Preservice Teachers Report Significant Growth During Immersion Semester

• In Event: Transformative Growth, Learning, and Development of Preservice Teachers

Abstract

This presentation shares pre-service self-report data from an immersion semester prior to student teaching in which students participated for over 300 hours in an elementary classroom with a trained teacher/coach and were enrolled in four content methods courses. Pre-service teacher responses over six semesters show significant increases in ratings on a 61-item pre/post questionnaire encompassing three constructs: Ability Development, Professional Attributes, and Professional Identity. Repeated measures t-tests indicate significant growth on each construct. Qualitative analysis of end-of-experience reflective questions over eight semesters resulted in four emergent themes: learning the characteristics of an effective teacher, learning the skills of effective teachers, impact on pedagogical and content knowledge, and preparing for the classroom environment.

Authors

• Patricia J. Wheeler, Indiana State University

• Eric M. Hampton, Indiana State University

• Marylin Therese Leinenbach, Indiana State University

• Beth Whitaker, Indiana State University

• Kathryn Bauserman, Indiana State University