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ERIC Number: ED234038
Record Type: RIE
Publication Date: 1983-Apr
Pages: 14
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Do Early Field Experiences in Teacher Education Provide a Meaningful Context for Acquiring Pedagogical Knowledge?
Denton, Jon J.
A review of studies on early field experiences centers on John Dewey's belief that pre-practice teaching laboratory experiences should foster reflective criticism of educational purposes and instructional methods and result in more effective student teaching experiences. Current studies have indicated that early field experiences, by focusing on how to complete classroom tasks and by excluding consideration of why tasks are important, encourage imitation rather than reflective thinking and experimentation. An effective early field experience program should promote teaching candidates' analytical skills and their teaching concepts and skills. Program designers should consider establishing a content structure, in teaching methods courses, which will serve as a foci for observation activities. Preservice students would be expected to integrate field observation information with formal descriptions and definitions in subsequent coursework, addressing the components of clinical pedagogical knowledge, e.g., diagnosis, communication, planning, managing, and evaluation. (JD)
Publication Type: Information Analyses; Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: Texas A and M Univ., College Station. Instructional Research Lab.
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 11-15, 1983).