Graduation Term

2014

Degree Name

Doctor of Education (EdD)

Department

School of Teaching and Learning

Committee Chair

Barbara Meyer

Abstract

ARTICULATING THE EXPERIENCES AND PERCEPTIONS OF

GRADUATES FROM AN INNER CITY FIELD-BASED TEACHER

PREPARATION PROGRAM: A SOCIOCRITICAL PERSPECTIVE

Cynthia L. Thompson

208 Pages May 2015

Teacher preparation has been the center of educational reform in the United States for many years. A review of literature suggests that many universities are

addressing the educational challenge of developing stronger teacher preparation programs by collaborating with neighborhood schools to implement field-based teacher preparation programs. However, little research is available to determine the effectiveness of field-based teacher preparation programs. In order to improve programs of this nature programs, it is pertinent to explore the experiences and perceptions of graduates who participated in the program. A number of

recommendations for educational reform exist on the topic of teacher preparation,

but much-needed research must be done on the experiences and perceptions of

participants' in field-based teacher preparation programs.

Current research on field-based teacher preparation suggests that there is a critical need to identify whether these programs prepare teachers adequately for the teaching profession. Previous research has suggested that it is critical to provide an interpretation of their subjectivities and to inform educational policymakers, state boards of education, schools of education and the wider educational community in the continued development of field-based teacher preparation programs nationwide.

Access Type

Dissertation-Open Access

DOI

http://doi.org/10.30707/ETD2014.Thompson.C

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