The Readiness is All: How Surprise Observations Improve Pre-Service Teachers' Preparation

Authors

Elise Langan, Middle Georgia State University
Juan Walker, Augusta University

Abstract

This article discusses ways to improve the practice of pre-service teachers during their clinical experiences by bridging the gap between theory and practice. The authors emphasize the need for unannounced visits and immediate feedback by clinical supervisors during the field experience to better prepare pre-service teachers for the profession. Pre-service teachers were sent an online questionnaire asking them to respond to the pros and cons of surprise and scheduled visits by their supervisors. The participants in the study were enrolled in a state college in the Southeastern United States. Pre-service teachers’ responses indicate a preference for direct feedback and unannounced visits throughout the clinical experience.

Relational Format

Journal Article

Recommended Citation

Langan, Elise and Walker, Juan (2017) "The Readiness is All: How Surprise Observations Improve Pre-Service Teachers' Preparation," Journal of Contemporary Research in Education: Vol. 5: Iss. 1, Article 5.
Available at: https://egrove.olemiss.edu/jcre/vol5/iss1/5