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ERIC Number: ED434896
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 48
Abstractor: N/A
Reference Count: N/A
Perspectives on a Reconceptualized Early Field Experience in an Urban School.
Burant, Theresa J.
Teacher education in the U.S. faces a critical dilemma: preparing white, middle-class preservice teachers to teach increasingly diverse student populations in public schools. Early field experiences (EFEs) show promise for addressing this mismatch, yet little is actually known about what happens to preservice teachers in practicum experiences. This research examined the experiences of preservice teachers in an EFE, which combined a foundations of education course and a general methods course, along with classroom, school, and community-based field experiences, within the larger context of a college of education that actively sought to recruit and prepare teachers for a multicultural society. Modeled after Zeichner's (1996) notion of an educative practicum, the EFE and the accompanying courses occurred in an urban middle and elementary school complex in a large southwestern U.S. city. In this article, the experiences and perspectives of two preservice teachers (a Mexican-American woman and a white woman) are highlighted, with particular attention to their participation in multiple communities, their use of multiple literacies, and their shifts in practices, understandings, and voice over the course of the EFE. Implications for field experiences, admissions criteria for teacher education programs, and recruitment and retention of members of underrepresented groups are discussed. (Contains 45 references.) (Author/SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A