ERIC Number: ED237504
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
Pitfalls of Experience in Teacher Preparation. Occasional Paper No. 65.
Feiman-Nemser, Sharon; Buchmann, Margret
The limitations and unique contributions of experiential learning across the learning-to-teach continuum (pretraining phase, preservice phase, inservice phase/on-the-job learning) were examined. Three vignettes are presented that describe specific examples of firsthand experience: student teaching, exploratory field experiences, and the field as a laboratory for courses in educational foundations and methods of teaching. The vignette analysis is guided by three questions: (1) What is the preservice teacher learning in the here and now of each experience? (2) How do these lessons of experience relate to the central purpose of teaching, that is, helping pupils to learn things? and (3) To what extent do these lessons foster the capacity to learn from future experience? The analysis draws on studies of the social psychology of judgment, reinforcement theory, and research on teaching and teacher education. It identifies three pitfalls that arrest thought or mislead prospective teachers into believing that central aspects of teaching have been mastered and understood (the familiarity pitfall, the two-worlds pitfall, and the cross-purposes pitfall), and concludes with a discussion of how these pitfalls of experience in teacher preparation can be overcome. (Author/JD)
Descriptors: Classroom Techniques, Experiential Learning, Field Experience Programs, Foundations of Education, Higher Education, Learning Processes, Preservice Teacher Education, Program Effectiveness, Student Teaching, Teaching Experience, Teaching Methods
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.00).
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.