Departmentalized or Self-Contained: Learning to Teach in the Elementary Classroom

• In Event: Sheraton Roundtable Session 26
  In Roundtable Session: School Structures and Preservice Teachers' Experiences

Abstract

Preservice teachers indicate that field work, particularly their final internship experiences, are the most impactful aspect in preparation for teaching. In phase 3 of this study, we explored elementary preservice teachers’ perceptions of elementary K-6 grade level organization (departmentalized and self-contained) during their teacher preparation field experiences at two universities in the southeastern United States. Findings reveal that preservice teachers have different views as to how grade level organizational structures are implemented and how their preparation in these contexts impacts their professional development. Because field experiences occur at such a critical developmental juncture for preservice teachers, teacher educators must understand the impact of grade level organizational structures on preservice teachers so as to scaffold and guide them through these experiences.

Authors

• Lori Rakes, Florida Southern College

• Audra Parker, George Mason University