[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599713-105":59,"doc-detail-599713-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","ready-set-go-its-middle-school-middle-school-teacher-internships-study","Ready, Set, Go: It's Middle School! - Middle School Teacher Internships Study","","Middle school teaching requires rigorous preparation for energetic, curious adolescents amid physiological and psychological transitions that can create stress for novice teachers. This article examines 16 pre-service middle school teachers during a yearlong internship supported by situated learning theory, using qualitative and quantitative data. Findings highlight growth in culturally responsive dispositions, increased self-efficacy for classroom management, and stronger perceptions of preparedness for their own classrooms. Based on results, it recommends expanding preparation programs into yearlong internship models.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/ready-set-go-its-middle-school-middle-school-teacher-internships-study/599713/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/ready-set-go-its-middle-school-middle-school-teacher-internships-study/599713.png","ImageObject",300,407,{"name":92,"@type":93},"jayni","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article address about middle school teacher preparation?","Question",{"text":112,"@type":113},"Traditional preparation often limits teachers to short, observation-based clinical experiences, which may leave them without the time, trust, or understanding needed for successful middle grades teaching, especially in diverse settings and during standardized testing periods.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the yearlong internship model support pre-service teachers?",{"text":117,"@type":113},"The model embeds middle grades philosophies through content and education courses and continues into an extended internship where candidates work with mentor teachers using co-teaching tenets and structured communication.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes did the study find from the internship experience?",{"text":121,"@type":113},"The study reported development of culturally responsive dispositions, increased self-efficacy in classroom management, and perceptions of improved preparedness for the interns’ own classrooms.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599713,1792734569,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747859343,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","CIMLE Current Issues in Middle Level Education (2012) 17(2), 16-20  \nReady, Set, Go: It's Middle School!  \nDesha Williams, Ph.D.  \nKimberly Gray, Ph.D.  \nSusan Stockdale, Ph.D.  \nKennesaw State University  \nMiddle school teachers teach energetic, curious adolescents rigorous content at a time in their lives when many changes are occurring. Those entering the teaching profession as middle school teachers must be prepared for this unique environment. This study examines 16 pre-service middle school teachers' developments as they participate in a yearlong internship. Qualitative and quantitative data was collected and the study was guided by the principals of situated learning theory. Data revealed the development of cultural responsive dispositions, increased self-efficacy in classroom management, and perceptions of better preparedness for their own classroom. Based on the results on the study, we recommend increased preparation programs transition to a yearlong internship modelforfield experiences.  \nMiddle school is full of energetic students who are making new discoveries about themselves and their environment, while at the same time exploring limits. Physiological and psychological changes occurring with middle school learners may create stressful situations for novice middle school teachers. Teaching rigorous content, managing classrooms, and nurturing transitioning middle school learners may prove challenging, especially when there are few programs specializing in preparing teachers specifically to teach middle grades learners (NMSA, 2005) . Therefore, the purpose of this article is to document the impact of a yearlong internship program designed particularly to prepare prospective middle school teachers for the realities of teaching middle school, while providing guidance as they develop their professional identity.  \nIn many traditional teacher preparation programs, students participate in an “observation” semester, followed by a semester of student teaching in a different school with a different cooperating teacher. In these settings, prospective teachers may complete a preparation program and clinical experiences without having the knowledge, skills, and dispositions to be successful middle grades classroom teachers, particularly in diverse school settings (Darling-Hammond & Baratz-Snowden, 2007) . The teacher candidate has limited time to convert course theories into classroom practices. Additionally, most student teaching experiences occur in the spring, when most schools are overwhelmed with standardized testing. As a result, many host teachers are not comfortable releasing their classroom to a person who is first assigned to them only a few months previously. A one-semester teaching placement does not allow for the learning of students’ names, learning styles, or idiosyncrasies, let alone the time to develop trust of the cooperating teacher that the novice can effectively prepare students for the upcoming standardized tests.  \nFurther, teacher candidates are also asked to begin teaching students they have just met on a fulltime basis in an environment where they still need to learn the operating rules and procedures. Research on the development of a teacher suggests beginning concerns are centered around classroom discipline and other managerial issues, followed by lesson design  \nand delivery, and it’s only in the final stages of teacher candidate development that a beginning teacher focuses attention on student learning (Fuller, 1969, Gormley et al., 1993) . Clearly, a one semester student teaching experience does not provide the pre-service teacher time to work through any of these beginning stages of concern, thus leaving them ill prepared to become a first year teacher.  \nThe program and its philosophy  \nThis program embeds content and pedagogy with the middle grade philosophies embraced in This We Believe (NMSA, 2005) . The students begin their journey taking content courses from faculty within the specified ","cbCailBKaT8TdkSy","https://ap.wps.com/l/cbCailBKaT8TdkSy","pdf",299274,"English","# Program context\n## Challenges in traditional teacher preparation\n## Purpose and research focus\n# Yearlong internship model\n## Philosophy and embedded pedagogy\n## Co-teaching roles and communication","[{\"question\":\"What problem does the article address about middle school teacher preparation?\",\"answer\":\"Traditional preparation often limits teachers to short, observation-based clinical experiences, which may leave them without the time, trust, or understanding needed for successful middle grades teaching, especially in diverse settings and during standardized testing periods.\"},{\"question\":\"How does the yearlong internship model support pre-service teachers?\",\"answer\":\"The model embeds middle grades philosophies through content and education courses and continues into an extended internship where candidates work with mentor teachers using co-teaching tenets and structured communication.\"},{\"question\":\"What outcomes did the study find from the internship experience?\",\"answer\":\"The study reported development of culturally responsive dispositions, increased self-efficacy in classroom management, and perceptions of improved preparedness for the interns’ own classrooms.\"}]","Ready, Set, Go: It's Middle School! - Middle School Teacher Internships Study | PDF",1792089294,13]