https://orcid.org/0000-0001-9040-4751
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ABSTRACT
Although much is known about the benefits of student teaching in developing preservice teachers, less is known about preservice teachers’ earlier field experiences at the freshman and sophomore academic levels. This study examined a student-led educational organization that provided an early, whole-school immersive field experience through the creation of the third space. The Whole-School Immersive Program (WISP) that created this third space brought together university faculty, preservice teachers, P-12 educators, and their administrators. Through a qualitative case study approach that utilized semi-structured focus group and individual interviews, alumni surveys, and participants’ applications, this study examined the program’s influences on preservice teachers. The findings indicated that these preservice teachers gained a deeper understanding of the school context, (dis)confirmed their desire to become educators, and gained knowledge of personal inquiry from participating in this student-led educational organization.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Ekaterina Koubek
Ekaterina Koubek is an Associate Professor of Education & TESOL Coordinator in the College of Education. Her research focuses on preservice teacher attitudes and beliefs, the use of action research in the teacher preparation programs, and the use of technology in teaching and learning languages.
Amanda G. Sawyer
Amanda G. Sawyer is an Assistant Professor of Education in the College of Education. Her research focuses on the development of preservice teachers into experienced inservice elementary teachers by studying the factors influencing their belief change over time.
Ashley Caron
Ashley Caron is a Graduate Student in the Master of Arts in Teaching Program in the Department of Middle, Secondary, & Math Education at James Madison University.
Meredith Moncure
Meredith Moncure is a Graduate Student in the Master of Arts in Teaching Program in the Department of Early, Elementary, & Reading Education at James Madison University.