What Can Secondary Initial Teacher Education Students Learn From Observing in a Primary Classroom?

• In Event: Poster Session 13
  In Poster Session: Differing Perspectives on and Approaches to Preservice Field Experiences

Abstract

This research examined the effects of a 1-day observation in a primary school for the 2012 (n = 68) and 2013 (n = 65) cohorts of secondary initial teacher education (ITE) students in New Zealand. Reflective journal entries on the field observation and 16 individual interviews yielded 5 themes: The value of an observational visit in a primary setting for secondary ITE students as a representation of practice (Grossman et al., 2009), learner development, primary to secondary school transitions, enhancing pedagogical knowledge of group learning, and enhancing pedagogical knowledge of curriculum integration. Results are discussed in terms of the importance of cross sector field observation for linking fieldwork experiences to university-based preparation and as a representation of practice.

Authors

• Karyn Fielding, University of Otago

• Lisa F. Smith, University of Otago

• Karen Marie Nairn, University of Otago