Preparing Teachers for Inclusive Settings: Teacher Candidates’ Perspectives of Field-Based Experience

• In Event: Roundtable Session 7
  In Roundtable Session: Multicultural/Multiethnic Education: Linguistic Diversity and Language Learners

Abstract

This study investigates the perspectives of teacher candidates of field-based experience and identifies effective experiences for preparing them to teach culturally and linguistically diverse populations in inclusive settings. Case study approach was adopted to examine 38 teacher candidates’ early field experiences with an ELL within the school district. The findings point to the need to invest in early experience as a way of candidates beginning to develop their own theory and ideologies of teaching diverse students. They also reinforce the importance of support from both the cooperating teacher and university supervisors in building candidates’ confidence and allowing for more learning. This places a lot of premium on collaboration between candidate and supervisor as well as candidate and cooperating teacher.

Authors

• ChiuYin (Cathy) Wong, Monmouth University

• Jiwon Kim, Monmouth University

• John C. Indiatsi, Texas Tech University