This study explored how preservice teachers perceive the influence and value of an embedded, school-based field experience. Information was gathered from preservice teachers using surveys and a focus group interview. The data collected showed that an embedded field experience tied to a language arts methods course was generally a positive influence leading to great self-efficacy. Further, the data compared similarly to research supporting the notion that embedded field experiences generally have the effect of strengthening preservice teachers’ self-efficacy. Looking at Bandura’s work in Self-efficacy: Toward a unifying theory of behavioral change, it shows that early interactions and successes will boost the self-efficacy of preservice teachers. This study found that successful experiences help preservice teachers value their embedded, school-based field experiences and help view it as something positive. Even if the experience had its difficulties, preservice teachers were able to learn from the situation and if they ever find themselves in a similar circumstance, they will feel more confident about handling things. Therefore, when these preservice teachers become in-service teachers, they will feel more confident about their abilities compared to in-service teachers who did not have similar experiences in their teacher preparation program.
Roberts, Sherron Killingsworth
Bachelor of Science (B.S.)
College of Education and Human Performance
Teaching, Learning, and Leadership
Orlando (Main) Campus
Zambrano, Beverly V., "Preservice Teachers' Perceptions of the Influence and Value of an Embedded, School-Based Field Experience" (2016). Honors Undergraduate Theses. 58.
Restricted to the UCF community until May 2016; it will then be open access.