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ERIC Number: EJ776348
Record Type: Journal
Publication Date: 2003
Pages: 8
Abstractor: Author
Reference Count: 46
ISSN: ISSN-1598-1037
Underpinnings of Teachers' Professional Development--A New Conceptualization of Field Experience
Ling, Li Yuen
Asia Pacific Education Review, v4 n1 p11-18 2003
Many researchers have addressed the professional development of teachers and the importance of the field experience component in the process of teaching effectiveness (Kowalchuk, 1999). A phased development model or paradigm used to address teachers' professional development and stages of effectiveness have been noted. Conceptual models of Field Experience have been developed in accordance to the paradigms addressing the professional development of teacher effectiveness, based both on external forces or internal reflective capability that will change a teacher. Simply put, a focus is placed upon teachers to change and grow. Field experience is not equivalent to student placement or teaching supervision, but is a device for teacher change at various professional stages. This implies the need for a re-thinking of teacher education preparation. (Contains 1 table.)
Education Research Institute, Seoul National University. Department of Education, 599 Kwanak-Ro, Kwanak-Gu, Seoul 151-748, South Korea. Tel: +82-2-880-5896; Fax: +82-2-889-6508; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A