Abstract
Field experience is a foundation among teacher education programs in which student-teachers are provided with excellent role models willing to engage in a reflective practice of the teaching profession. This descriptive-narrative-phenomenological study is anchored on the theory that field experiences contributes to the mathematical pedagogical content knowledge of pre-service teachers. Responses from 60 elementary education pre-service teachers revealed that field experiences significantly affect their preparation for teaching elementary mathematics not only in the areas of content and pedagogy but also in management and social relationship. The study thus concludes that field experiences materialized the desire of every teacher education institution to model teacher candidates in all aspects of pedagogical content knowledge though intense exposure that enrich and enhance their capability in teaching elementary mathematics.
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 callMore From: Journal of Educational and Human Resource Development (JEHRD)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
