Comparative Analysis of Three Models of Induction Internships

This study investigated differences in internship activities engaged in by subjects completing three different culminating field experiences and differences in attitudes held by the subjects toward various aspects of school personnel and school students. The three programs were: the traditional 10-12 weeks of student teaching; a phased nine-month internship; and a total immersion nine-month internship. The subjects were secondary education majors, 50 of whom had completed the traditional program, 30 had completed the phased program, and 17 had completed the total immersion internship. Descriptions are given of the salient features of each of the three programs. A discussion is presented on results in the areas of: (1) involvement in teaching activities; (2) instructional implementation activities; (3) instructional recordkeeping activities; (4) non-instructional activities; (5) instructional preparation activities; and (6) interns' attitudes toward the internship, their mentors and students, and their school's faculty, organization, and physical/cultural environment. Data gathered in the study are presented in 11 tables and some references are included. (JD)