The Challenges of Teaching Teacher Candidates to Actively Engage K–12 Students During a Yearlong Residency Experience

• In Event: 54.037 - Investigating Teacher Preparation, Professional Development, and Evaluation

Abstract

The purpose of this study was to investigate a commonly held notion that increasing the duration of teacher candidates’ student teaching experiences will increase their teaching effectiveness. Using direct observations of student behavior, we compared the ability of teacher candidates to engage students in their classrooms during the first semester to their ability to engage students in their classrooms during the second semester of their year-long student teaching experience. No statistically significant differences were found with the exception of a notable effect size in the opposite direction in terms of active engaged time. Implications of the findings are discussed, along with limitations and suggestions for future studies.

Authors

• Nicholas Shudak, Wayne State College

• Nicholas Benson, Baylor University

• Hee-Sook Choi

• Ayana Kee Campoli, University of South Dakota