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ERIC Number: ED425163
Record Type: Non-Journal
Publication Date: 1998-Oct-17
Pages: 22
Abstractor: N/A
Reference Count: N/A
Comparison of Field Experiences in India and the U.S.
Ramanathan, Hema
This paper describes teacher education programs in India, comparing Indian and U.S. field experiences. Data were collected at public and private teacher education institutions in a major city in India. Researchers interviewed deans from several institutions and analyzed institution handbooks, course syllabi, and relevant official documents. Results indicated that the purpose of early field experiences was to prepare students for teaching. The purpose of student teaching was to give students experience in planning and implementing lessons. Placement for student teaching and early field experiences was the responsibility of faculty members. Early field experiences included both on-campus laboratory and off-campus experiences. The focus of early field experiences was laboratory experiences. Early field experience assessment was formative, and student teaching assessment was formative and summative. College faculty took primary responsibility in supervising early field experiences, and their role in student teaching was intensive. Cooperating teachers acted only as models during early field experiences. During student teaching they acted as host, observer, and supervisor. There are more differences than similarities in U.S. and Indian field experiences. Differences are apparent in the goals of field experiences, assessment models, and the roles of schools and cooperating teachers. Similarities are in placement practices and the relationship between the cooperating teachers and university supervisors. A significant factor contributing to the differences is the definition of field experiences in each country. (Contains 14 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: India