The Effects of Prior Field Experience on Student Teacher Competence

Abstract

Fifty-four special education student teachers were evaluated by university supervisors and cooperating teachers on eight variables, in the first week and the last week of their student teaching. Student teachers who had participated in a university-sponsored, field-based experience reported significantly higher levels of confidence prior to student teaching. In addition, these student teachers received significantly higher competence ratings by university supervisors and cooperating teachers. Student teachers who reported high levels of prior field experience independent of the field-based program received significantly higher ratings than students with less prior experience, although these student teachers did not report higher levels of confidence. Other variables (age, marital status, sex, etc.) did not bear a strong relation to student teacher competence. Results suggested that prior field experience, either independently acquired or university-sponsored, was associated with higher student teacher ratings, and that this association held true of the beginning and end of student teaching.