Understanding How Preservice Teachers Interpret Early Field Experiences at the Secondary Level

Abstract

Purpose: Grounded in self-determination theory, this study examined factors of secondary early field experiences that preservice teachers consider significant and how these experiences impact them as educators. Method: Preservice teachers (N = 13) completed two 10-week early field experiences, one at each level—middle school and high school. Data sources included weekly reflections, interviews, emails, and nonparticipant observations. Data were analyzed inductively through constant comparison and deductively to establish meaning through self-determination theory. Results: The cooperating teachers were substantially influential for the preservice teachers, as were establishing connections with concepts learned in methods courses and tending to students’ well-being. The way the early field experiences influenced the preservice teachers as educators was unique to the individual, as negative experiences were channeled positively for some and negatively for others. Conclusion: Early field experiences are quite influential, thus physical education teacher education programs should strongly consider vetting placements or strategically pairing students with placements, particularly at the secondary level, to optimize professional development.