Investigating the Relationship Between Early Fieldwork and Long-Term Academic Outcomes Among Community College Preservice Teachers

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  In Roundtable Session: Exploring Student Learning Experiences

Abstract

This paper reports on longitudinal results investigating the relationship between community college pre-service teachers’ fieldwork experiences and their completion of teacher education at 4-year schools. Fieldwork factors included: racial and socio-economic diversity of placement and degree of intensity. Student factors included engagement and effectiveness with children as rated by cooperating teachers and professors. The impact on students’ GPAs, transfer, retention and graduation from 4- year schools were tested. Preliminary results showed higher rates of transfer among students in more diverse and involved fieldwork. Higher ratings by cooperating teachers were positively related to GPA. Specific indicators of engagement and effectiveness with children showed significant relations with long term outcomes. Further research with additional data will add important conclusions for teacher education.

Authors

• Rebecca Garte, Borough of Manhattan Community College

• Jeremy E. Sawyer, Kingsborough Community College