"Build on Students' Experiences": Examining How Teacher Candidates' Fieldwork Help Them Connect Theory and Practice

• In Event: 75.021 - Developing Socially Just and Culturally Relevant Pedagogies During Field Experiences

Abstract

Our study explores the ways in which teacher candidates in an Eastern Caribbean nation make connections between theory and practice while working in the field with diverse students. We use multiple case studies (Mills, Durepos, & Wiebe, 2010) along with ethnographic, phenomenological methods, and descriptive statistics to explore how teacher candidates moved from theory to practice. Findings reveals that teacher candidates who are able to move beyond theories learned during their preparation program are more confident and have greater awareness of their students cognitive, developmental and cultural learning needs. The study provides insights learned about candidates’ teaching based on the theories generated during instructional practice.

Authors

• Tabora A. Johnson, Medger Evers College - CUNY

• Salika A. Lawrence, City University of New York-Medgar Evers College

• Zoland Smith, Medgar Evers College, CUNY

• Keshia James, Medgar Evers College, CUNY

• Keturah Brooks, Medgar Evers College, CUNY

• Sherene Hodgson, Medgar Evers College, CUNY

• Woody-Aaron Duton, Medgar Evers College, CUNY

• Joanna Adams, Medgar Evers College, CUNY