Abstract
This quantitative study utilized 1,640 P-5 students’ learning outcomes as a result of unit instructions that pre-service teachers gave to P-5 students in the field. The study investigated the difference in P-5 student learning outcomes after a unit instruction by three practicum course tiers, considering socioeconomic statuses, student grade levels, and subject areas of the content taught by the pre-service teacher. Using normalized gain scores, we used a t test and regression tests to analyze the data. Based on the findings, recommendations for pre-service teacher education include three items: a) to provide differentiated supervision based on pre-service teachers’ experiences and needs, b) to require a proportionate and incremental assignment responding to the amount of pre-service teachers’ experiences and hours in the classroom, and c) to incorporate co-teaching opportunities to facilitate peer learning and support in early field experiences.
Highlights
The ultimate goal of teacher education programs is to prepare future teachers to impact student learning outcomes
The research addressed questions regarding: a) whether there are differences in P-5 student learning outcomes following a unit instruction by tiers of pre-service teachers, and b) whether there are differences in P-5 student learning outcomes following a unit instruction among practicum course tiers, considering socioeconomic statuses, student grade levels, and subject areas of the content taught by the pre-service teachers
Are there differences in P-5 student learning outcomes after a unit instruction among practicum course tiers, considering socioeconomic statuses, student grade levels, and subject areas of the content taught by the pre-service teachers? We addressed this question by the regression models as follows
Summary
The ultimate goal of teacher education programs is to prepare future teachers to impact student learning outcomes. In What Makes a Teacher Effective, the National Council for Accreditation of Teacher Education (NCATE, 2006) contends that well-prepared teachers outperform those who are not They proclaim that collaborative relationships between university programs and partner schools have positive impact on the K-12 students and further recommend that more research on teacher education be conducted. Attempting to find evidence in the research and prove the impact of pre-service teachers on student learning outcomes has been persistently problematic This lack of evidence is mostly due to the fact that the majority of research on teacher preparation programs focuses on the process, rather than student outcomes (Boyd, Grossman, Lankford, & Wyckoff, 2009).
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