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Differentiated Fieldwork and Practicum Experiences: Matching Teacher Candidate Assignments to Their Skills and Needs

Differentiated Fieldwork and Practicum Experiences: Matching Teacher Candidate Assignments to Their Skills and Needs
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Author(s): Stephen T. Schroth (Towson University, USA)and Jason A. Helfer (Illinois State Board of Education, USA)
Copyright: 2019
Pages: 21
Source title: Pre-Service and In-Service Teacher Education: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-7305-0.ch099

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Abstract

Teacher education programs are charged by administrators, legislative bodies, parents, and others to produce new teachers who are “classroom ready” upon graduation. Many interns and teacher candidates, however, come to their programs with very different levels of preparation and skills in dealing with children. Rather than using a one-size-fits-all approach, teacher educators should differentiate fieldwork and practicum experiences to better meet candidates' varying readiness levels, interests, and learning profiles to create placements that fit the interns' needs and skills. Differentiating the fieldwork and practicum experiences of interns has the dual benefit of increasing retention rates of teacher education programs and better preparing new teachers for their first classrooms. Suggestions are made regarding ways teacher educators can differentiate placements for interns and teacher candidates.

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