Faculty Self-Studies to Improve Program Field Experiences

• In Event: 14.044 - Roundtable Session 2
  In Roundtable Session: 14.044-15 - Self-Study in Practice

Abstract

In a large-scale program evaluation of field experiences, we found major concerns about students’ field experiences in our secondary education licensure and Master’s program. In response to the problem, we each conducted a self-study of our courses: an introductory mathematics methods course and a capstone teacher research course, focusing on field experiences. Using multiple data sources from students and ourselves, we discovered how students make sense of their observations, how they formulate and apply personal teaching theories into practice, and our role in designing platforms for them to do so. We each collaborated with a doctoral student, and with each other. The findings of our collective self-study will shape program renewal efforts and will be informative to other teacher educators.

Authors

• Anastasia P. Samaras, George Mason University

• William Harry Rodick, George Mason University

• Toya Jones Frank, George Mason University

• Monique Apollon Williams, George Mason University