Immersion: The Core of Teacher Education.

This study examined whether a sequence of graduate field experiences integrated throughout a teacher training program would result in differentiated responses of competence and self-confidence. Participants were graduate students in a traditional preservice program (group 1) and those in a more accelerated program combining fieldwork with evening courses (group 2). Performance assessments and self-assessments occurred at the beginning and end of participants' student teaching semester and after two years in their first teaching position. Results indicated significantly higher ratings by the supervisors of Group 2 students during student teaching and on the job. The greatest differences related to classroom management, assessment strategies, and adaptability in accommodating individual needs. Self-assessments for the two groups followed the same pattern. Group 2 students indicated more self-assurance and confidence at both levels within the time frame noted. Results supported the thesis that immersion in a sequence of field experiences throughout teacher training leads to more confidence on the part of student teachers and more competence in handling their classrooms. Results also provided support for teacher training programs that are ecologically designed, rather than the traditional preparation sequence of graduate study, limited field experiences, and student teaching. (Contains 14 references.) (SM)