We Need Better, Not More: Examining the Impact of Duration of Field Experience on Teacher Preparation

• In Event: Diverse Approaches Toward Investigating the Impact of Field Experience on Preservice Teachers

Abstract

The argument that teacher candidates need to spend more time in the field is a pervasive theme in current teacher education reform. This study examined how length and variety of field experience and program characteristics predicted early-career teacher preparedness. Based on data collected from over 1,100 early-career teachers, the overall model predicted teacher preparedness (R2 = 0.267, F(13, 954) = 15.01, p < 0.0001). However, the findings suggested that while length of time in the field appeared important when considered alone (t = 2.432, p = 0.015), it was overshadowed when program characteristics were loaded into the model (t = 1.663, p = 0.097). Future research should scrutinize quality and characteristics of the field placement, rather than simply duration.

Authors

• Amanda L. Nolen, University of Arkansas at Little Rock

• Karina R. Clemmons, University of Arkansas at Little Rock