Field Experience Component Research Articles

Creating an Alternate Field Experience Framework for University-Based Preservice Teacher Education in the COVID-19 Nigeria

It is widely reported that several institutions of higher learning in various parts of the world attempted to mitigate the risks of learning disruptions occasioned by school closures, by switching to the online system of education. In the Nigerian context however the field experience component of teacher education witnessed an unprecedented setback as the online system that was later activated in some universities failed to factor the component into the alternative arrangement. Given that the present COVID-19 is not likely to be the last, as established by various reports including the World Bank December, 2021 document, the exercise may have to be suspended or delayed whenever there are emergency school closure. This paper attempts to formulate a COVID-19 compliant field experience framework for the Nigerian setting. The formulation is based on findings from a survey of emerging COVID-19 focussed alternatives and preservice teachers. The paper whose context comprises three Nigerian public universities where the lead researcher was, at different times, a field experience assessor employs a combination of a survey method, the philosophical method, observation, document analysis, and creative synthesis. The literature, findings from the survey and online interviews with student teachers constitute the bases of the formulation.

Challenges in adapting field placement during a pandemic: A Jamaican perspective

The field experience component of social work training had to be quickly adjusted due to the COVID-19 pandemic, and various factors guided this process. This short essay briefly explores how information and technology, home visits, insurance and liability, and licensing and regulation have impacted the adjustment of social work field placements in Jamaica during the COVID-19 pandemic. It also highlights the different methods of field placements that have been used in light of the challenges.

Culturally responsive practices for teacher candidates: a neighborhood treasure hunt

Purpose The purpose of this paper is to explore how, and to what degree, culturally responsive field experiences influence the knowledge, beliefs, perspectives and abilities of teacher candidates in an educator preparation program (EPP). Design/methodology/approach Researchers conducted a mixed methods study using a pre-/post-Likert scale survey regarding pre-service teacher beliefs, reflections, Professional Learning Communities (PLC) meetings and observations by the researchers. Findings Teacher candidates expressed greater confidence in their ability to perform culturally responsive tasks by the end of their first field experience, but also indicated ambivalence toward the importance of those tasks. Research limitations/implications The paper’s limitations include the small number of participants, the short timeframe of the study and it was year one implementation of a new model. Practical implications A community mapping experience called the Neighborhood Treasure Hunt (NTH), in conjunction with the other components of the educator preparation program, impacted teacher candidates’ understanding of culturally responsive teaching practices, their perception of their ability to perform them and the importance of culturally responsive teaching. Each program component is necessary to raise awareness and effect change. Originality/value Based on the research of Ladson-Billings (1994) and Author 1 (2007), the NTH was intentionally integrated into the field experience component. Author 1 (2007) was involved in this process adding integrity, authenticity and originality to the research study with teacher candidates in an EPP.

Selecting Quality Picture Books for Mathematics Instruction: What Do Preservice Teachers Look For?

A quality picture book can enhance instruction and build positive and meaningful connections that enable students to visualize and engage in mathematics. To learn more about how preservice teachers analyze and select quality picture books in their mathematics lessons, a study was conducted over two semesters during a required field experience component of an undergraduate teacher education program. The preservice teachers were required to use a picture book to explore a mathematical concept in three mathematics-focused lesson plans. Data was collected through preservice teachers’ lesson plan reflections, summative reflections over the experience of integrating picture books and mathematics, and focus group interviews. The qualitative data analysis revealed that in planning mathematics lessons to incorporate quality picture books, preservice teachers most often selected a book based on the topic to be taught or based on previous use by their university instructor. The quality of the selected picture books did not appear to be a critical criterion for selection. As a result, it is important for teacher educators to model ways of assessing and selecting quality picture books and provide opportunities for preservice teachers to incorporate these techniques.

A Multi-disciplinary Study of Field Experiences: Possibilities for Teacher Education

This article explores possibilities of enhancing the field experience component of a variety of professional programs offered by Canadian universities. The contexts of both higher and more specifically professional education are rapidly changing. Now, more than ever, we are challenged to prepare beginning professionals for the 21 s t century. Some findings about the current state of field experiences in higher education are presented, and issues and ideas from a number of disciplines are discussed in an effort to address some of the chronic issues and dilemmas facing field experience programs. As well, attention is drawn to how field experiences in teacher education might be conceptualized and practiced differently.

Integration of a Field Experience Component in the Child Health Assessment in the Pacific (CHAP) Undergraduate Summer Fellowship Program

To evaluate the field experience component of the Child Health Assessment in the Pacific Undergraduate Summer Fellowship Program (CHAP). Experiential learning is a pedagogical approach to reinforce concepts taught in a didactic learning environment. In a region with limited childhood health assessment programs, experiential learning may increase the likelihood that students learn key CHAP concepts. The target audience was ten undergraduate students participating in CHAP from institutions in Hawaii, Commonwealth of the Northern Mariana Islands, Chuuk, and Guam. Students were paired with a mentor for a child health assessment summer field experience. Students completed two online courses, a one-week hands-on training, and monthly virtual sessions for background knowledge and skills. Each student had a $400 budget. Upon completion, students submitted a written and video summary. Students were provided feedback using program rubrics. Eight students completed all field experience components with at least a satisfactory performance. Eight students provided field experience feedback through an online end of program evaluation. All eight students strongly agreed/agreed that the field experience was a valuable component, that their mentor provided meaningful guidance, and that they were provided with satisfactory assistance. Positive aspects included applying their skills, creativity, and leadership, as well as engaging with the community. Areas of improvement were related to providing clearer expectations and having more time to complete the experience, and for hands-on training. The field experience contributed positively to the CHAP student learning experience. Long-term follow-up is needed to determine if these skills are being applied by this interdisciplinary cohort of students post-program.

Ways that Preservice Teachers Integrate Children's Literature into Mathematics Lessons

Children's literature involving mathematics provides a common, natural context for the sharing of mathematics. To learn more about how preservice teachers included children's literature in their mathematics lessons, a study was conducted over two semesters during a required field experience component of an undergraduate teacher education program. The preservice teachers were required to use a children's literature book to explore a mathematical concept in three mathematics-focused lesson plans. The qualitative data analysis revealed that in planning mathematics lessons to incorporate children's literature, preservice teachers tended to focus on basic approaches. Specifically, the preservice teachers most often used a book as context for review, to develop a concept, or to use with manipulatives. As a result, it is important for teacher educators to provide the opportunity for preservice teachers to learn more about the various ways of integrating literature and provide the necessary support for incorporating these strategies into their lessons.

Pre-service teachers’ epistemic perspectives about philosophy in the classroom: it is not a bunch of ‘hippie stuff’

Using epistemic perspectives as a theoretical framework, this study investigated Australian pre-service teachers’ perspectives about knowing, knowledge and children’s learning, as they engaged in a semester-long unit on philosophy in the classroom. During the field experience component of the unit, pre-service teachers were required to teach at least one philosophy lesson. Pre-service teachers completed the Personal Epistemological Beliefs Survey at the beginning and end of the unit. They were also interviewed in focus groups at the end of the semester to investigate their views about children’s learning. Paired sample t-tests were used to explore changes in epistemic beliefs over time. Significant differences were found for only some individual items on the survey. However, when interviewed, pre-service teachers indicated that field experiences helped them consider children as competent ‘thinkers’ who were capable of engaging in philosophy in the classroom. They reported predominantly student-centred perspectives of children’s learning, although a process of adjudication (exploring disagreements and evidence for responses) was lacking in these responses.

Bridging the Gap: Preservice Teachers and Their Knowledge of Working With English Language Learners

A good deal of attention has been focused on the need to prepare teachers to work with the increasing number of English language learners (ELLs) in today's classrooms. Many would argue that this preparation should be provided at the preservice level so that new teachers are ready to meet the demands of all learners, but in particular ELLs. However, teacher education programs are challenged to incorporate this kind of preparation into the existing curriculum, which is heavily laden with other core certification requirements. This study explores the impact of a three‐credit foundations course for teaching English language learners and its corresponding field experience component of observing ELLs offered as part of the requirements for a baccalaureate degree program in elementary education. Data was collected from a pre‐ and post‐Language Attitudes of Teachers Scale survey (Byrnes & Kiger, 1994) and from the preservice teachers' classroom observation reports. The findings from this study show an increase in tolerance and knowledge of ELLs and support for them in the schools. The results present a compelling case to integrate these kinds of experiences into existing teacher preparation programs.

How International Field Experiences Promote Cross-Cultural Awareness in Preservice Teachers through Experiential Learning: Findings from a Six-Year Collective Case Study

Background/Context The article examines how international field experiences promote cross-cultural awareness in U.S. American preservice teachers through experiential learning. The findings presented here are based on a 6-year study of a short-term study abroad program in Honduras that included an international field experience component and took place from 2003 to 2008. Purpose/Objective/Research Question/Focus of the Study This article examines questions that contribute to the field of teacher education and the effort to prepare future teachers for culturally and linguistically diverse classrooms as early as the preservice level. Several questions guide this study: How do international field experiences prepare preservice teachers to teach in diverse settings? How does experiential learning in an international context complicate preservice teachers’ cultural knowledge? What are the pedagogical implications of increased cultural awareness among preservice teachers for classroom practice? How do international field experiences open preservice teachers to future opportunities to explore and work in culturally diverse communities? Participants and Setting The current study presents a study of 49 preservice teachers from a Midwestern university enrolled in a short-term study abroad program to Honduras as part of an international field experience. During this field experience, students were placed in a local elementary or a secondary school, were enrolled in two required courses, visited rural and urban schools, and visited archeological sites. Research Design The qualitative collective case study employed data that included questionnaires, interviews, focus interviews, course assignments, discussions, journal reflections, and researchers’ observations and field notes. Analysis sought to triangulate findings from the multiple data sources for accuracy and reliability when reporting the findings. Conclusions/Recommendations Findings from the study demonstrated that experiential learning in an international setting is key to developing preservice teachers’ cross-cultural awareness. Application of cross-cultural concepts during field experiences provided preservice teachers with theoretical understandings and practical applications for teaching culturally diverse students. Recommendations include international field placements for providing a unique and critical site for promoting cross-cultural awareness through experiential learning; more cross-cultural opportunities for preservice teachers that provoke questioning of conventional teaching and school knowledge; and international field experiences in diverse classrooms that promote preservice teachers’ understanding of themselves and how to teach culturally and linguistically diverse students.

“Doing” Community Civics: Connecting Pre-Service Teaching and Social Studies Standards to Study Local Problems

Given the resurgence of Americans’ interest in the national electoral process and civic issues, social studies educators have a unique opportunity to highlight citizenship education and related activities in K-12 teacher preparation programs. Especially at the elementary level, educators can support pre-service teachers’ mastery of civics content, skills, and critical thinking strategies with experiential, as well as classroom, based learning. This article describes how two educators integrated a field experience component into an elementary social studies methods course to increase students’ civic knowledge and model standards-based curriculum planning. Collaboration with local experts provided opportunities for preservice teachers to start a learning community outside of the classroom, connecting course instruction to real-life civic issues.

The dilemma of field experience assessment: enhancing professional development or fulfilling a gate‐keeping function?

The field experience component in a teacher education programme serves both a gate‐keeping function and a formative purpose that supports student teacher development. The authors were members of a research team which took care of the re‐design of the assessment instrument for the field experience component of a teacher education programme, as well as conducting a pilot implementation test. The new assessment instrument, referred to as a Professional Development Progress Map, was developed with reference to the professional standards formulated by an official teacher education policy advisory body. This paper looks into the comments of the users, that is the supervisors and the student teachers (or participants, as in‐service teachers were involved in the pilot implementation test) after the pilot implementation test. Findings suggest difficulties in using the Progress Map as a summative assessment instrument regarding the determination of grades and levels, making judgements based on observable performance and collection of evidence, and difficulty in assessing the domain ‘Involvement in Education Community’. The discussion highlights the dilemma related to the use of professional standards as summative assessment instruments, and how users may be re‐orientated to enhance the formative purpose. The paper concludes with suggestions on prudent use of the Progress Map.

Redefining Field Experiences: Virtual Environments in Teacher Education

The explosion of interest in online gaming and virtual worlds is leading many universities to investigate possible educational applications of the new environments. In this paper we explore the possibilities of 3D online worlds for teacher education, particularly the field experience component. Drawing upon two pedagogical examples, we suggest that virtual simulations may, with certain limitations, create safe spaces that allow preservice teachers to adopt alternate identities and interact safely with the other. In so doing they may become aware of the constructed nature of social categories and gain the essential pedagogical skill of perspective-taking. We suggest that, ultimately, the ability to be the principal creators of themselves in virtual environments can increase their ability to do the same in the real world. Keywords—field experience, pedagogy, simulation, teacher education

Understanding Teacher Professional Development during the Field Experience Period Using a Sociocultural View of Learning

The field experience component in the four–year Bachelor of Education programme (Primary) at The Hong Kong Institute of Education offers a number of opportunities for students to observe or teach in a school. The aim of this article is to analyse the learning of the student–teachers and the supporting teachers during the field experience period in the second and the final years of the programme and to explain this learning using a sociocultural view of learning. Student–teachers and their supporting teachers in their second year of study in 1999–2000 as well as those in their final year of study in 2001–02 were interviewed. The findings describe the professional development of the student–teachers and the construction of knowledge in teaching. The article analyses the role of supporting teachers as social agents, and describes their use of mediational means, including teaching resources, and information about pupils’ abilities and habits, in facilitating the learning of the student–teachers. The findings also compare the sharing of aims between the lecturers and the supporting teachers. Finally, the paper summarizes suggestions on how professional development of the student–teachers during the field experience may be analysed by adopting a sociocultural view of learning.

Underpinnings of teachers’ professional development-a new conceptualization of field experience

Many researchers have addressed the professional development of teachers and the importance of the field experience component in the process of teaching effectiveness (Kowalchuk, 1999). A phased development model or paradigm used to address teachers’ professional development and stages of effectiveness have been noted. Conceptual models of Field Experience have been developed in accordance to the paradigms addressed the professional development of teacher effectiveness, basing on no matter external forces or internal reflective capability that will change a teacher. Simply put, a focus is placed upon teachers to change and grow. Field experience is not equivalent to student placement or teaching supervision, but is a device for teacher change at various professional stages. This implies the need for a re-thinking of teacher education preparation.

Pre-service teachers' use of technology to create instructional materials: a school-college partnership

The field experience component has always been a vital part of teacher education programs (Paese, 1989). This article describes collaborative work designed to give an opportunity to pre-service teachers to mesh theory with practice in an instructional material preparation course. Pre-service teachers were assigned to complete a computer project, which will be used to support classroom lessons. These projects were supervised by the classroom teachers at the basic education schools and the supervising professor at the College of Education. As a result of this collaborative work, pre-service teachers and classroom teachers practiced developing instructional materials and integrating technology in subject content areas, became more comfortable with the technology and developed greater proficiency in their computer use

A COMPARISON OF STUDENT TEACHERS’ PERCEPTIONS OF IMPORTANT ELEMENTS OF THE STUDENT TEACHING EXPERIENCE BEFORE AND AFTER AN 11-WEEK FIELD EXPERIENCE

The purposes of this study were to describe selected characteristics of student teachers and their cooperating student teaching centers and to identify student teachers’ perceptions about important elements of the experience before and after its occurrence. Thirty-six student teachers (100%) who completed an 11-week field experience at 33 different cooperating centers during the 2000-01 academic year provided responses. Questionnaire items were divided into five “core” areas of the student teaching experience based on a review of literature. Thirty-four elements were identified by cooperating teachers as being “important.” Student teachers rated these elements using a Likert-type rating scale (“5” = “High Importance,”… “1” = “No Importance”). Cronbach’s coefficient alpha reliability estimates for the five core areas ranged from .72 to .95. The overall importance scale of 34 items yielded an estimate of .96. Students recognized the importance of the “Cooperating Teacher-Student Teacher Relationship” before and after the field experience component of student teaching. All scales were rated as important by student teachers, suggesting that their espoused theories of action were congruent with and led to their theories-in-use, except in the area of Supervised Agricultural Experiences, which was rated considerably lower after the field experience.

The Status of Distance Education in Personnel Preparation Programs in Visual Impairment

This survey found that over half the personnel preparation programs for teachers of children with visual impairments, orientation and mobility specialists, and rehabilitation teachers included a distance education component and used a wide variety of technology and instructional methods. Most programs also had a field experience component and relied on external funding for support.

Professional Development Schools and Preservice Teacher Stress

Educational reforms offer a variety of ideas with potential for improving schools. Inasmuch as research has consistently identified the field experience component (Conant, 1963), especially the influence of the public school teacher, (Glickman & Bey, 1990)) as the most influential force in preservice teacher education, institutional emphasis has shifted toward improving the activities of preservice teachers in the public schools. Historically, these public school activities have been fragmented; the public schools accept preservice teacher education students although public school teachers have limited input into the design of the teacher education program of the institution and the public school activities of preservice teachers. Institutions of higher education are interested in short-term solutions to the problem of preservice teacher education and may ignore their responsibility to be partners in educational reform that promotes higher quality field experiences while improving the public schools. Professional Development Schools (PDSs) have been developed as instruments of reform in teacher education. The authors describe a research project that compared the changes in stress scores of preservice teachers involved in a pilot PDS with the changes in stress scores of preservice teachers in a traditional teacher preparation program. The study found a statistically significant increase in stress during the culminating field experience for those preservice teachers in the pilot PDS program.

An Evaluation of the Field Experiences of the Innovative Model for the Preparation of Elementary Teachers for Science, Mathematics, and Technology

Schools have a major role in providing mathematics and science programs that stimulate interest and encourage students to participate in science, mathematics and technology. This study focuses on the field experience component of teacher education programs. In this article, the AA. focus on the effect of some field experiences on the development of self-efficacy in elementary preservice teachers' participation in a government-funded degree program for certification in elementary teaching of science, mathematics and technology