Keywords

teacher education, field placement, supervision, mentoring

Abstract

This study examines the experiences and perceived support of early childhood and elementary education interns in the BYU–Public School Partnership. In June 2025, 137 former interns (54% response rate) completed an anonymous survey with open-ended prompts, and responses were qualitatively analyzed. Most interns characterized the experience as positive or both good and hard (84%), though 16% reported largely negative experiences. Relationships with students were consistently identified as the most meaningful aspect, often providing motivation during difficult periods. Support was most frequently attributed to facilitators, with additional support from grade-level teams and Clinical Faculty Associates (CFAs). While generally helpful, support was not uniform, and informal or team-based support often filled gaps. Overall, the internship provides valuable learning through productive challenge, but results highlight areas to improve experiences across the program.

Document Type

Report

Publication Date

2026-05-14

Language

English

College

David O. McKay School of Education

Department

Teacher Education

University Standing at Time of Publication

Associate Professor

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