ERIC Number: ED350302
Record Type: RIE
Publication Date: 1992-Aug
Reference Count: 0
Learning To Teach the Elementary Field Experience Course at a Teachers' Junior College in Taiwan.
As part of an effort to learn from reflecting on personal history and autobiographical writing and analysis, this paper shares one teacher educator's experiences in learning to teach. The process of learning to teach a field experience course for elementary school teacher candidates at a teachers' junior college in Taiwan is described. The evolution of thoughts and experience in the process of preparing to teach the course and what to teach in the course are traced. It is acknowledged that personal background and interpretations of experience, collegial collaboration, formal scholarship in education, official documents, and practical wisdom all play an important role in shaping learning. Learning from students while conducting the course is highlighted. Considered to be an important and valuable component in preservice teacher programs in both the United States and Taiwan, field experience is organized and taught in Taiwan in ways that are significantly different from the way it is taught in most American teacher education programs. It is hoped that the thoughts and experience shared in this paper would be of interest and use to teachers in the United States and elsewhere. (LL)
Descriptors: Autobiographies, Elementary Education, Field Experience Programs, Foreign Countries, Higher Education, Learning Processes, Learning Strategies, Personal Narratives, Preservice Teacher Education, Program Implementation, Schools of Education, Teacher Educators, Teaching Experience
National Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($7.10).
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Learning, East Lansing, MI.
Identifiers: Learning Through Teaching; Preservice Teachers; Reflective Thinking; Taiwan
Note: This paper was taken from the author's pedagogical autobiography originally written for the course "Teacher as Learner."