Understanding the Role of Field Experiences in Preservice Science Teacher Preparation

Abstract

Many preservice science teachers participate in field experiences as part of their preparation program. This chapter first defines field experiences and distinguishes such experiences from other learning opportunities, such as mentoring and clinical experiences, and opportunities for preservice teachers (PSTs) to experience science in outdoor settings. Next, given a review of relevant literature – 58 empirical peer-reviewed articles from multiple countries – the chapter makes three assertions about research regarding field experiences for PSTs. It then concludes with several questions for the field, including: (a) What are “good” field experiences? What evidence might the researchers compile to illustrate PST learning from field experiences? (b) How can PSTs advocate for learning opportunities during field experiences? (c) Who is served by field placement experiences? Who is not served? Who decides what counts as a field placement? What are roles of other actors involved in creating and supporting field experiences?