Harp, Max William2024-04-242024-04-241971-06https://hdl.handle.net/1794/29352107 pagesThe present study examined the change in stated professional concerns of education students during a term of field experience. Three groups of students engaged in different kinds of field experience early in their training were investigated. The first purpose of the present study was to examine the change in stated concerns of education students as they engaged in one of three field experience programs at the University of Oregon. The focus of the study was the elevation of concerns of future teachers from self-survival concerns, such as "What will the teachers think of me" or "Will I be accepted as a teacher?" toward pupil-centered-teaching concerns, such as "How do I meet individual needs, specify objectives, and measure pupil progress?" Three populations of students were included in the study. Each group was at a different point in the training program in which they were enrolled. The groups were not compared. The major purpose of the study was to examine the change in concerns of each individual group during one academic term.en-USCreative Commons BY-NC-ND 4.0-USUO theses and dissertations are provided for research and educational purposes and may be under copyright by the author or the author’s heirs. Please contact us <mailto:scholars@uoregon.edu> with any questions or comments. In your email, please be sure to include the URL and title of the specific items of your inquiry.education trainingobservationclassroom activitiesacademic concernsThesis / Dissertation