Factors That Influence Skill Acquisition of Practicum Students During a Field-Based Experience

Abstract

Although field-based experiences are generally considered one of the most important aspects of teacher education programs, there has been little systematic research regarding the ways in which these experiences affect practicum students. The purpose of this investigation was to examine the influences of individuals and events on practicum students' acquisition of selected teaching skills during a field-based experience. Eight students and their cooperating teachers participated as subjects. Both quantitative and qualitative data were collected. Quantitative data were generated from the competence ratings of practicum students completed by the students themselves and their cooperating teachers. These ratings, which focused on teaching skills related to the ability to plan and deliver effective instruction, manage classroom social behavior problems, and assess academic and social behavior problems, indicated that both practicum students and their cooperating teachers perceived that the students had increased their skill in each area by the end of the field-based experience. In addition, qualitative data were generated from a series of semistructured interviews conducted with the students and their cooperating teachers. From these data, 8 roles or individuals and 12 categories of significant events were identified as having influenced practicum students during the field-based experience.