ERIC Number: ED360300
Record Type: RIE
Publication Date: 1993-Apr
Clinical and Field-based Experiences To Prepare Teachers for Wholistic Practice.
Clarken, Rodney H.
Care must be taken to ensure that students in teacher preparation programs are prepared to benefit maximally from field experiences. A curriculum that provides prerequisite knowledge, contrived teaching experiences on campus, proper sequencing of experiences, and balance between formal instruction and field experience is needed. Clinical and field-based experiences in teacher education programs can play either an educative or miseducative role in preparing future teachers. Potential pitfalls in provision of valuable field experiences are noted. The effort to conceptualize clinical and field-based experiences can be guided by: (1) M. Scriven's list of the duties of a teacher; (2) the Interstate New Teacher Assessment and Support Consortium standards; (3) C. Smith and E. Sagan's taxonomy of field experiences; (4) the Category II criteria of the National Council for Accreditation of Teacher Education (NCATE); (5) NCATE's approved curriculum guidelines; and (6) established priorities for teacher education programs. These guides are foundational in developing a common definition of the duties, knowledge, dispositions, and skills needed for a wholistic view of teaching. A student teacher evaluation form is appended. (Contains 13 references.) (JDD)
Descriptors: Classification, Clinical Experience, Curriculum Development, Definitions, Elementary Secondary Education, Experiential Learning, Field Experience Programs, Higher Education, Holistic Approach, Prerequisites, Preservice Teacher Education, Standards, Student Teaching, Teacher Education Programs, Teacher Role, Teaching Experience
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).