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Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
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An Early Field-based Experience and its Impact on Pre-service Candidates' Teaching Practice and Their Pupils' Outcomes

Larry Maheady

College of Education State University of New York, Fredonia

Michael Jabot

College of Education State University of New York, Fredonia

Janeil Rey

College of Education State University of New York, Fredonia

Jean Michielli-Pendl

Dunkirk City Schools, New York.

Teacher educators are under increasing pressure to show that preparation programs meaningfully impact instruction among pre-service teachers, who are then influential in student learning. This external pressure is challenging for teacher educators. We present an early field-based course and applied teaching project to examine teaching practices and pupil outcomes. Over 400 candidates taught lessons, utilized evidence-based practices, collected information before and after instruction, and responded to information gleaned from instructional experiences. Candidates provided nearly 17,000 hours of in-class assistance over four semesters, taught more than 800 lessons, used selected evidence-based teaching practices with high degrees of accuracy, and made a noticeable impact in over 60% of sampled lessons. Implications for teacher educators in general and special education are discussed.

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 30, No. 1, 24-33 (2007)
DOI: 10.1177/088840640703000103
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