Fostering Preservice Teachers’ Development: Engagement in Practice and Learning

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

Abstract

Nationally, most teacher education programs use field experiences as an avenue to intersect theory into practice (Maistre & Pare, 2010). The purpose of this study was to examine preservice teachers’ perceptions about their learning in a structured field experience and to understand how this contributed to their pedagogical growth and development. Qualitative methods were used to identify themes from preservice teachers’ responses to end of course survey. Major findings of the structured field experience’s influence for preservice teachers’ pedagogical growth and development reflected three themes: (a) viewing through a prescriptive lens, (b) valuing the collaborative experience, and (c) fostering self-awareness. Implications for fostering preservice teachers’ pedagogical growth and development through a structured field experience can be gleaned from our study.

Authors

• Ruben Garza, Texas State University

• Sarah K. McMahan, Texas Woman's University