Evaluating Differences in Field Placement Designs: To PDS or to Not PDS?

• In Event: Examining the Experiences of Teachers and Teacher Candidates in Professional Development Schools

Abstract

This study aimed to determine the impact of different designs of practicum placements on teacher candidates’ abilities to practice teaching skills as well as implement lessons and receive feedback on their teaching. T-test of analysis was used to compare means of the number of lessons taught and number of hours completed in each practicum design. Kendall’s tau-b was conducted to examine correlations between field placement design and teacher candidates’ ability to execute lessons and receive feedback. Results indicate teacher candidates within a Professional Development School model reported executing more lessons and received greater feedback from host teachers. There was not a correlation between practicum placement model and teacher candidates’ ability to practice teaching and receive feedback from college faculty.

Authors

• Valerie Widdall, SUNY - College at Cortland

• Andrea M. Lachance, SUNY - College at Cortland