Table of Contents
ISRN Education
Volume 2014, Article ID 743273, 6 pages
Research Article

An Exploration of Factors Contributing to the Perceptions of Preparedness for Elementary Candidates in a Clinically Based Program

1Department of Leadership and Teacher Education, College of Education, University of South Alabama, UCOM 3100, Mobile, AL 36688-0002, USA
2College of Education, University of South Alabama, UCOM 3606, Mobile, AL 36688-0002, USA

Received 6 November 2013; Accepted 19 December 2013; Published 9 January 2014

Academic Editors: M. J. Cabral dos Santos Reis and K. Capps

Copyright © 2014 Rebecca McMahon Giles and Andrea M. Kent. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


A quantitative, descriptive research model was used to investigate the perceptions of teacher candidates in a clinically based dual certification program regarding their culminating student teaching experience. Data consisted of candidates’ responses to both multiple choice and open ended survey items. Results indicated that teacher candidates within an undergraduate program leading to state teaching certification in both elementary and collaborative teaching (K-6) had positive perceptions regarding their preparedness as a result of prior experiences working in K-6 classrooms (44%) and interactions with in-service teachers (28%). In addition, teacher candidates perceived strong relationships with their university supervisors reporting that they received a greater amount of encouragement and feedback for improved teaching from their university supervisors than from their cooperating teachers.