ERIC Number: ED388648
Record Type: RIE
Publication Date: 1994-Nov
Assessing Early Field Experiences: Do We Really Want To Know?
This paper reports on a study of early teacher training field experience to assess what was happening and the extent to which the objectives of the field experience were met. Objectives included a greater understanding of how students think and learn, improved ability when choosing tutoring strategies, and enhanced observation skills. Data were gathered from case records written by 88 preservice teachers during the field experiences. During the field experience, preservice teachers attended a 3-credit hour course on learning and development and simultaneously participated in a 1-credit field experience course, the second of six field experiences in the curriculum. Results question the usefulness of tutoring as an early field experience assignment, even though final evaluations from preservice teachers and cooperating teachers were overwhelmingly positive about the field experience. It is suggested that laboratory activities in the classroom, rather than field tutoring, may better benefit preservice teachers. The field experience did not address the realities of teaching as measured by reform literature or the stated objectives of the course. (Contains 17 references and 10 figures.) (NAV)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Nashville, TN, November 9-11, 1994).