Capraro, M. M., Capraro, M. R., & Helfeldt, J. (2010). Do Differing Types of Field Experiences Make a Difference in Teacher Candidates’ Perceived Level of Competence? Teacher Education Quarterly, 37, 131-154.
http://www.eric.ed.gov/PDFS/EJ872653.pdf

has been cited by the following article:

• TITLE: An Examination of Field Experiences as They Relate to InTASC Standards: A Retrospective Pilot Study for an Educator Preparation Provider

  AUTHORS: Elizabeth Block, Angelle Hebert, Leah Peterson, Alyson Theriot

  KEYWORDS: Teacher Education, Field Experiences, Clinical Practice, Accreditation Standards, Educator Preparation

  JOURNAL NAME: Creative Education, Vol.10 No.7, July 15, 2019

  ABSTRACT: This paper outlines the efforts made by a teacher preparation program to examine the way field experiences are implemented and structured. A retrospective approach is taken to examine the educational preparation provider’s (EPP) current practices and structure field experiences with greater intentionality. A pilot study is designed for the teacher preparation program to align experiences to applicable InTASC standards and better define requirements. Throughout the paper, a strong emphasis is placed on field and clinical practice as an integral partofthe preparation of preservice teachers.