The role of internship and field experience programs in developing selected competencies in adult educators Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/2f75rc14s

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  • Internship and field experience programs have been used to prepare educators for roles in public school teaching and administration; junior college and university teaching, and adult education. Based on a survey of the literature it is apparent that little attention has been given to the role that these internship and field experience programs have in the preparation of adult educators. The study examined the role of existing internship-field experience programs at the graduate level in developing selected competencies required of specialists in adult education. Data were also collected relative to the potential role of internship-field experience programs in developing competent adult educators. Population for the study included 224 persons connected with 14 universities offering graduate internship-field experience programs in adult education. This group of persons represented university adult education faculty, present and past interns and cooperating adult education agency personnel. Data were collected by an opinionnaire and through personal interviews with approximately 12 percent of the total respondent group. Six sets of null hypotheses were tested in the study. Four of these concerned the nine competencies used in the study to examine the present and potential role of internship-field experience programs for adult educators. These null hypotheses stated: 1. Within each respondent group, there are no significant differences in the value of the means of the pre- statements and the competency to which they apply. 2. There are no significant differences between the respondent groups in their perceptions of the present role of graduate adult education internship-field experience programs in developing selected competencies required of adult educators. 3. There are no significant differences between the respondent groups in their perceptions of the potential role of graduate adult education internship-field experience programs toward the development of selected competencies required of adult educators. 4. Within respondent groups there are no significant differences in the means of the present and potential scales for each competency. Two other hypotheses were used to examine the potential role of internship-field experience programs for adult educators while considering: (a) those with no adult education experience; (b) those with limited adult education experience; and (c) those with considerable adult education experience. These hypotheses were: 5. Within each respondent group there are no significant differences in the means of the three sub-parts, Parts (a), (b), and (c). 6. Within each of the three sub-parts, Parts (a), (b), and (c), there are no significant differences between the means of the respondent groups. The null hypothesis held for the first three. Significant differences were found in regard to hypothesis number four which was rejected. Hypothesis five was rejected for Groups 2 and 4 and accepted for Groups 1, 3, and 5. The last hypothesis was rejected for Part (a) and accepted for Parts (b) and (c). Eleven principles regarding graduate adult education internship-field experience programs were concluded from the data. Six recommendations were made by the researcher.
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