Dissertation/Thesis Abstract

Clinical Experiences and Teacher Candidates' Perceived Ability to Communicate with Educational Stakeholders
by Powers, Tamara M., Ed.D., University of South Dakota, 2020, 113; 28025731
Abstract (Summary)

Successful teaching requires content knowledge, pedagogical and dispositional skills. Teacher preparation programs have a responsibility to prepare teacher candidates adequately in all three areas. The importance of dispositional skills cannot be overlooked. Communication is a critical professional disposition that helps to establish a productive learning environment and engage stakeholders as part of the educational process.

Communication skills are essential for learning and transfer of knowledge to a diverse student population, engaging parents/guardians, and creating a sense of professional community with colleagues. The purpose of this study was to examine how the clinical experiences, completed as part of the teacher preparation program at one regional comprehensive university in a Midwest rural state, influenced graduating teacher candidates’ perceived ability to communicate with students, parents/guardians, and colleagues.

This study implored a qualitative, phenomenological approach to examine how the clinical experiences completed as part of their teacher preparation program influenced teacher candidates’ perceived ability to communicate with three educational stakeholder groups: students, parents/guardians, and colleagues. 12 teacher candidates in the final semester of their teacher preparation program were engaged in a one-on-one semi-structured interview to better understand this phenomenon. The interviews allowed the researcher to gather the breadth of their clinical experiences and the influence it had on teacher candidates’ perceived ability to communicate.

The findings of this study support that teacher candidates’ perceived ability to communicate with students and colleagues was positively influenced as a result of the clinical experiences the teacher preparation program required. However, the findings indicate the clinical experiences did not provide teacher candidates with ample opportunities to consistently influence their perceived ability to communicate with parents/guardians.

Indexing (document details)
Advisor: Avoseh, Mejai, Card, Karen
Commitee: Countryman, Lyn, Davidson, Nadene
School: University of South Dakota
Department: Educational Administration
School Location: United States -- South Dakota
Source: DAI-A 82/2(E), Dissertation Abstracts International
Subjects: Adult education, Higher education, Teacher education
Keywords: Clinical experiences, Communication, Student teaching, Teacher candidates, Teacher education, Teacher preparation program
Publication Number: 28025731
ISBN: 9798664770797
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