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A case study of a collaborative approach to early field experiences in a Systematic Teacher Preparation Program in the District of Columbia Public Schools, 1989-1990
Abstract
This study reported on a teacher training project designed by the District of Columbia Public Schools (D.C.P.S.) to develop a cadre of exemplary teachers from an indigenous population of D.C.P.S. graduates and outstanding educational aides. The context of the study reported on university collaboration with the public school system to improve its teacher training program and described the Systematic Teacher Preparation Program (STPP) based on the perceptions of the teacher trainee toward the program. Data for the study were collected through two basic tools of qualitative research: interviews and document analysis. The case study subjects were students who were elementary and secondary majors in the teacher education program at the University of the District of Columbia (UDC) and were participants in the STPP. Case study subjects were randomly selected from first, second, third and fourth year elementary and secondary STPP participants. The sample group consisted of fifteen STPP students. The design for the study was a single case study action research format. A one hour interview was conducted with each subject based on a general interview guide with an open-ended format. The researcher concentrated on the subject's reason for selecting education as a major, the supports that sustained the subject in the program, and the subject's work experience in education. The subject was asked to reflect on what teacher training experiences meant to him or her. The impact of the practicum experience over a four year period compared to a twelve week traditional student teaching period was explored. The findings and conclusions of this study revealed that teacher trainees: (1) selected education as a major because of a desire to work with young people, (2) were influenced by a family member to major in education, (3) sustained an interest in education through the STPP staff, the clinical experience, and local school faculty, (4) needed increased involvement of program monitors, (5) were satisfied with STPP, (6) performed excessive non-instructional activities, and (7) were taught a traditional teacher education program at UDC.
Subject Area
Teacher education|Elementary education
Recommended Citation
Harris, Annie Lorraine, "A case study of a collaborative approach to early field experiences in a Systematic Teacher Preparation Program in the District of Columbia Public Schools, 1989-1990" (1992). Doctoral Dissertations Available from Proquest. AAI9219443.
https://scholarworks.umass.edu/dissertations/AAI9219443