Eight Weeks versus Sixteen Weeks of Student Teaching

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Abstract
A comparison of teaching sophistication and estimates of professional enhancement between eight-week and 16-week elementary student teachers was investigated in this research. Fifteen students from the 16-week elementary student teaching program and 15 students from the eight-week student teaching program at the University of Illinois served as subjects for the study. Data on the development of teaching sophistication and estimates of professional enhancement were collected by asking the students to complete the Qualitative Assessment of Activities instrument four times during the fall 1974 semester. The data were analyzed by using a qualitative content analysis procedure based on Thomas Green's activities of teaching. Each of the anecdotes in the instrument was classified as a logical, strategic, or institutional act of teaching. The data were reduced to one score for each instrument. Two-way analysis of variance procedures were used to test the hypotheses advanced in the study. One of the two statistical hypotheses in the study was rejected. Further analysis of covariance led to the conclusion that the two groups were not significantly different on the variables studied.

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