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ERIC Number: EJ1128750
Record Type: Journal
Publication Date: 2017-Jan-17
Pages: 17
Abstractor: As Provided
ISSN: EISSN-1099-839X
Fostering Preservice Teachers' Development: Engagement in Practice and Learning
McMahan, Sarah K.; Garza, Rubén
Current Issues in Education, v19 n3 Jan 2017
Given the benefits associated with authentic field experiences (Edwards, 1996; McMahan et al., 2015; Siwatu, 2010), it is not uncommon to include early field experiences prior to student teaching as a way to engage university students with teaching diverse students in an authentic school setting. This study explored preservice teachers' perceptions of their pedagogical growth and development as an aspiring teacher in a structured field experience placement prior to student teaching. Data was analyzed using qualitative techniques and revealed three main themes. The following themes reflected preservice teachers' perceptions of their growth: viewing through a prescriptive lens, valuing the collaborative experience, and fostering self-awareness. While preservice teachers valued the collaborative experience, they expressed a superficial level of pedagogical learning and their thinking reflected a narrow scope from a prescriptive lens. Our findings suggest a need for teacher educators to help preservice teachers' develop a deeper understanding of the dynamics of teaching during their initial experiences of learning to teach in authentic settings.
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A