ERIC Number: ED254516
Record Type: RIE
Publication Date: 1985
Reference Count: 0
Making Early Field Experience Meaningful: An Alternative Approach.
Critics of Early Field Experience (EFE) for preservice teachers have cited a need for shifting focus away from logistical questions (e.g., quantity of time spent in the field, legal questions, administrative schedules) and toward promoting a critically meaningful educational experience for preservice teachers. This paper describes an EFE at Washburn University, Topeka, Kansas, that promotes three critical goals: (1) the empowerment of teachers as curriculum developers; (2) the rejection of technocratic approaches to curriculum design and the creation of viable alternatives; and (3) the encouragement of reflective thinking as an integrative aspect of teaching. Prior to this description, a critique of traditional field experiences is developed to provide a context from which Washburn's program can be discussed. The program's description includes the components and the significant characteristics that reflect its critical nature. Students' evaluation of the program are used to illustrate the program's potential benefits for future teachers. (Author/JD)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Early Field Experience
Note: Paper presented at the Annual Meeting of the American Educational Research Association (69th, Chicago, IL, March 31-April 4, 1985).