Strengthening Early Field Experiences Through University-District Partnerships: Challenges and Opportunities

• In Event: Developing and Strengthening School-University Partnerships

Abstract

Education Preparation Programs (EPPs) are experiencing increased pressure to demonstrate alignment between program supports and candidates’ knowledge and practice. This mixed methods study describes the Early Field Immersion School (EFIS), an effort to improve candidates’ early field experiences. Participants included 171 candidates enrolled in a graduate certificate program for initial teaching licensure and 11 university-based faculty. Findings indicated that EFIS candidates spent increased time in early field experiences, yet there were no improvements in candidates’ performance at program exit. Upon closer examination of candidates’ experiences, we found that while candidates and faculty alike valued EFIS supports, participation was negatively associated with perceptions of preparedness. We discuss possible reasons for these discrepancies and offer suggestions for ongoing research.

Authors

• Anne Henry Cash, University of North Carolina - Charlotte

• John Andrew Williams, Texas A&M University - College Station

• Laura Hart, University of North Carolina - Charlotte