Abstract
This qualitative study used social constructivism as a theoretical lens to examine ways in which literacy teacher educators incorporate field experiences during literacy coursework. A cross-sectional survey was distributed among literacy teacher educators affiliated with teacher preparation programs located in a single Southern state. Responses related to field experiences were retrieved from 42 surveys and analyzed with two cycles of coding. Findings indicated that preservice teachers completed a range of field experiences prior to student teaching that involved observing literacy instruction and leading literacy instruction with individual students and small groups of students. Incongruences between reported field experiences and recommendations in extant literature were discussed, along with implications for practice. Suggestions for strengthening field experiences were also provided.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
