Since university-based courses, field experiences, and clinical practices work in conjunction to affect candidate skill levels, this study focused on the perceptions of preservice teachers regarding the value of their field placements and internships. With its theoretical foundation in experiential learning, this study attempted to explore and describe the perceptions preservice teachers hold regarding the impact of field experience, clinical practice, and potential for professional growth aligned with those skills measured and evaluated through the four domains and 19 criteria of PRAXIS III. This study also drew from extensive literature in teachers' beliefs, productive reflection, and conceptual change.
Organized as descriptive survey research, the target population for this study included those student teachers enrolled in clinical practice during Autumn term 2007 at one of the 37 private colleges or universities in Ohio. The questionnaire used in this study measured student teacher perceptions regarding their field experiences and clinical practices along three sub-scales. The questionnaire was field tested prior to data collection, and a pilot study was conducted to establish instrument reliability.
Results indicated a positive relationship among the three sub-scales identified in the questionnaire. An analysis of variance also suggested the possibility of more complex relationships between and among various demographic characteristics with measures taken from specific questionnaire sub-scales. Additional findings and implications were related to the actual questionnaire used in data collection. The principal components analysis conducted led to further discussion regarding the viability of PRAXIS III as a measure of teacher performance. Results from this study, subsequent discussion of findings, and avenues for further research hold significant implications in the evaluation, assessment, and accreditation of teacher education and initial licensure programming.