Enhancing Opportunities for Teacher Professional

Evelyn S. Soriano

Teaching skills and receive feedback on their teaching. Within the Professional Development. Teacher perceptions of how much time they spent teaching lessons and how much feedback they received on their teaching. Teacher educators have postulated about the importance of field experiences in shaping the quality of novice educators. As a result, much research has been conducted on the impact of field experience on teacher effectiveness.

While no singular field experience model has been proven universal in all some characteristics of high quality field models, such as excellently trained mentors and collaboration have shown positive results on teaching effectiveness To examine the relationship between field placement design o f teacher has ability to practice teaching and gain feedback from host teachers and college faculty on their teaching efforts. The purpose is to examined two different models of structuring early field experiences in order to ascertain how each model affected the amount of time was able to practice teaching and gain feedback on those efforts.

One field placement model was situated within Professional Development and the other field placement model use by the school throughout the area without any formal agreement with schools. Literature on both clinically-rich teacher preparation and partnerships informed the structure.

The education of teachers needs to be turned upside down. To prepare effective teachers for 21st century classrooms, teacher education must shift away from a norm, which emphasizes academic preparation and course work loosely linked to school-based experiences. Rather, it must move to programs that are fully grounded in clinical practice and interwoven with academic content and professional courses. Further called on teacher preparation programs to create clinical internships that took place in “school settings that are structured and staffed to support teacher learning and student achievement and urged programs to “require that candidates be supervised and mentored by effective practitioners which could be more easily enacted within a Professional Development .

Teacher education, leaders such as those advocated for teacher preparation programs to develop sites where highly skilled mentor teachers guide novice teachers. Within school and college personal work in collaboration to co-plan a clinically rich field experience where novice teachers learn and practice teaching on highly developed graduates of these field placement models feel more knowledgeable and prepared for teaching .

Using both quantitative and qualitative measures such as end of year evaluations, portfolio presentations and written reflections, who participated in field showed greater reflective ability and demonstrated better connections between theory and practice and found the use of full immersion to be transformative to novice educators. By immersing teaching in an authentic field experience and by providing strong mentorship believed they connected better to theoretical ideas and to real life situations.

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The author is Master Teacher II at Santa Rita Elementary School, Division of

Pampanga