Barriers and Benefits: An Examination of Practicum Practices for Placement Institutions

• In Event: Moscone Center West Roundtable Session 9
  In Roundtable Session: Examining and Supporting the Role of Mentor Teachers

Abstract

Setting up field experience placements for prospective teachers can be a challenge. The purpose of this study was to examine inservice teacher’s perceptions about mentoring. A total of 348 inservice teachers were surveyed. Descriptive statistics were used to analyze the quantitative data. Results from the survey showed inservice teachers being asked to take on the additional work of mentoring without compensation of time, money, or other incentives appears to be the primary barrier for teacher preparation programs, in terms of locating field placements for their pre-service teachers. Qualitative data support the literature on best practices for field experience programs by highlighting the need for teacher preparation programs to communicate their expectations for pre-service teachers and provide greater time for collaboration.

Authors

• Jennifer M. Thoma, Drake University

• Todd M Hodgkinson, Drake University