Where Should Student Teachers Learn to Teach?
Where Should Student Teachers Learn to Teach?
复制标题
实习教师应该从哪里学习教学？
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Matthew Ronfeldt
中科院分区：
文献类型：
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作者：
Matthew Ronfeldt
这项研究的动机是一个正在进行的争论，即哪种学校在职前准备期间提供最好的实地实习。一方面，更容易配备人员的学校可能会支持教师学习，因为它们通常是功能更好的机构，提供理想的教学条件。另一方面，这种实地实习可能会让新教师在师资短缺的学校和最需要高质量教师的学生群体中毫无准备地工作。通过对纽约市近3000名教师、他们的学生和学校的管理和调查数据，本研究发现，在更容易配备师资的实地实习学校学习教学对教师留任和学生成绩的提高有积极影响，即使对那些最终在最难配备师资的学校工作的教师也是如此。贫困、少数民族和成绩差的学生在实地实习中的比例与后来教师的有效性和留任率无关，这表明学生群体之外的因素可以解释这些结果。
This study is motivated by an ongoing debate about the kinds of schools that make for the best field placements during pre-service preparation. On the one hand, easier-to-staff schools may support teacher learning because they are typically better-functioning institutions that offer desirable teaching conditions. On the other hand, such field placements may leave new teachers unprepared to work in difficult-to-staff schools and with underserved student populations that need high quality teachers the most. Using administrative and survey data on almost 3,000 New York City teachers, their students, and their schools, this study finds that learning to teach in easier-to-staff field placement schools has positive effects on teacher retention and student achievement gains, even for teachers who end up working in the hardest-to-staff schools. The proportion of poor, minority, and low-achieving students in field placements is unrelated to later teacher effectiveness and retention suggesting something beyond student populations explain these results.