Chapter 8: University of South Carolina–Columbia and Student Success Data

Marissa’s disconnections between what she had learned in teacher education courses at the UfoSC-Columbia about the effects of teacher practices on student behaviors (Solomon, Battistich, Kim, & Watson, 1996) and what she experienced in her school-based placement is not uncommon. Faced with reconciling what they are learning in university classes with what they are experiencing in school-based placements can lead to increased anxiety among pre-service teachers. What support systems do pre-service teachers need if they are to stay true to their reasons for choosing a career in education and remain in teaching? As Zeichner (2002) noted, “There is often a huge disconnect between the campus-based portion of teacher education programs and student teaching” (p. 61).