{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/22862"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/22862","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Perceived discrepancies between courses and practice for student teachers in early childhood education","abstract":"A mailed survey of student teachers, cooperating teachers and university supervisors investigated the perceived discrepancy between what students learn in college courses and what they observe or are expected to do when they student teach. The perspectives of all three members of student teaching triads were sought, and triangulation of their responses was attempted.","abstract_html":"A mailed survey of student teachers, cooperating teachers and university supervisors investigated the perceived discrepancy between what students learn in college courses and what they observe or are expected to do when they student teach. The perspectives of all three members of student teaching triads were sought, and triangulation of their responses was attempted.","abstract_has_math":false,"creators":["Borgia, Eileen Tracy"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Katz, Lilian G."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T13:53:59Z","date_published":"2011-05-07T13:53:59Z","updated_at":"2026-07-22T22:25:20Z","subjects":["Education, Early Childhood","Education, Elementary","Education, Teacher Training"],"languages":["eng"],"rights":["Copyright 1994 Borgia, Eileen Tracy"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9503145","(UMI)AAI9503145"],"render_values":[{"text":"AAI9503145","href":null,"code":true},{"text":"(UMI)AAI9503145","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/22862","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Katz, Lilian G."]},{"key":"dc:creator","label":"Author","values":["Borgia, Eileen Tracy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T13:53:59Z","10000-01-01","1994"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Early Childhood","Education, Elementary","Education, Teacher Training"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1994 Borgia, Eileen Tracy"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9503145","(UMI)AAI9503145","http://hdl.handle.net/2142/22862"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["A mailed survey of student teachers, cooperating teachers and university supervisors investigated the perceived discrepancy between what students learn in college courses and what they observe or are expected to do when they student teach. The perspectives of all three members of student teaching triads were sought, and triangulation of their responses was attempted.","The research questions were: (a) What do triad members perceive to be the nature of the discrepancies between what students learn in college courses and what they observe or are expected to do when they student teach? (b) How do student teachers, cooperating teachers and college/university supervisors respond to the discrepancies? (c) What recommendations do they have for others who experience discrepancies? (d) Do members of triads who have shared a student teaching experience have similar perceptions about discrepancies? (e) What are the opinions of student teachers, cooperating teachers and university supervisors regarding selected issues related to discrepancies? A sample of colleges and universities in Illinois that have early childhood teacher certification programs approved by the State Board of Education were selected. The institutions that participated represent the diversity of teacher education institutions in Illinois relative to funding source, geography, and stated purpose.","The findings indicate that discrepancies occur for a majority of student teachers in early childhood education. Classroom management issues are perceived to be the most common causes of discrepancies. Discrepancies lead to dilemmas for some student teachers. Experiencing a discrepancy can provide student teachers with an opportunity to reflect upon and modify their beliefs about teaching. Cooperating teachers, university supervisors and student teachers who work together (triads) often have different perceptions about the same discrepancy situation. Respondents concur that student teachers should be treated as members of the teaching team, not as guests in the classroom. Communication is perceived to be weak. However, it is cited most frequently by all members of the student teaching triad as a way to improve the situation when discrepancies occur. Student teachers ask most often for support from the university supervisor, and for the opportunity to try their wings without fear of reprisals.","Made available in DSpace on 2011-05-07T13:53:59Z (GMT). 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The perspectives of all three members of student teaching triads were sought, and triangulation of their responses was attempted.","The research questions were: (a) What do triad members perceive to be the nature of the discrepancies between what students learn in college courses and what they observe or are expected to do when they student teach? (b) How do student teachers, cooperating teachers and college/university supervisors respond to the discrepancies? (c) What recommendations do they have for others who experience discrepancies? (d) Do members of triads who have shared a student teaching experience have similar perceptions about discrepancies? (e) What are the opinions of student teachers, cooperating teachers and university supervisors regarding selected issues related to discrepancies? A sample of colleges and universities in Illinois that have early childhood teacher certification programs approved by the State Board of Education were selected. The institutions that participated represent the diversity of teacher education institutions in Illinois relative to funding source, geography, and stated purpose.","The findings indicate that discrepancies occur for a majority of student teachers in early childhood education. Classroom management issues are perceived to be the most common causes of discrepancies. Discrepancies lead to dilemmas for some student teachers. Experiencing a discrepancy can provide student teachers with an opportunity to reflect upon and modify their beliefs about teaching. Cooperating teachers, university supervisors and student teachers who work together (triads) often have different perceptions about the same discrepancy situation. Respondents concur that student teachers should be treated as members of the teaching team, not as guests in the classroom. Communication is perceived to be weak. However, it is cited most frequently by all members of the student teaching triad as a way to improve the situation when discrepancies occur. Student teachers ask most often for support from the university supervisor, and for the opportunity to try their wings without fear of reprisals.","Made available in DSpace on 2011-05-07T13:53:59Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9503145.pdf: 6320326 bytes, checksum: 4e97fa872bbcd69a4ccff6512afd00b4 (MD5) Previous issue date: 1994","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T15:00:31Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:28:38-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"],"dc:identifier":["AAI9503145","(UMI)AAI9503145","http://hdl.handle.net/2142/22862"],"dc:language":["eng"],"dc:rights":["Copyright 1994 Borgia, Eileen Tracy"],"dc:subject":["Education, Early Childhood","Education, Elementary","Education, Teacher Training"],"dc:title":["Perceived discrepancies between courses and practice for student teachers in early childhood education"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:20Z"}