Performances and artefacts of student learning provide tangible evidence of their understanding of classroom instruction. Hattie (2012, 2015) uses the term "visible learning" to focus attention on the need for teachers to gather and consider these as evidence of students' ongoing learning, linking these tightly to teachers' pedagogical…

Teacher educators understand that the preparation of teachers needs to be rooted in the practice of teaching. This understanding, paired with the advancement in digital technologies capable of delivering practice based teaching experiences, requires that those charged with preparing teachers consider how to best to position these technologies…

In this article, we theoretically explore how the deliberate use of video during literacy field experiences creates a text that can be read by triad members and can ameliorate the problem of relying on memory to engage in reflective conversations about literacy teaching and learning. The use of video, tools, and interactions with knowledgeable…

This study explored preservice elementary teachers' and their mentors' understanding of the essential features of inquiry-based teaching through the use of evidence-based reflection. The web-based video analysis tool (VAT) system was used to support preservice teachers' and mentors' evidence-based reflection during field…

This study utilizes students' journaling and video-recording of field experience teaching sessions as vehicles for inquiry into the development of the process of productive reflection within the piloting phase of an experimental course, designed by the National Center for Research on Early Childhood Education (NCRECE). The NCRECE course is…

Reflective practice is a major focus of teacher preparation programs (Cochran-Smith & Lytle, 1992; Putnam & Borko, 2000; Zeichner, 1986; Zeichner & Liston, 1987), yet Zeichner (1986) asserts that developing reflective practice in preservice teachers has focused primarily on short-term, less systematic interventions and that interventions must be…

A video-based program on lesson analysis for pre-service mathematics teachers was implemented for two consecutive years as part of a teacher education program at the University of Lazio, Italy. Two questions were addressed: What can preservice teachers learn from the analysis of videotaped lessons? How can preservice teachers' analysis ability,…

Fifteen preservice teachers involved in a peer microteaching experience and 20 preservice teachers involved in a field experience were compared to determine: 1) their knowledge of, confidence in performing, and attitude toward teaching skills; 2) performance during student teaching; and 3) attitude toward preparatory coursework taken. Results are…

A study was done to determine if there are advantages in teaching a science methods course in conjunction with field experience. Results showed that taking the science methods course with the field experience did not help education majors to understand science processes. (JN)

Many universities share the belief that the traditional four-year teacher education program provides insufficient time to prepare a professional, well-educated teacher, and are considering the adoption of an extended teacher education program. The program should focus on field experiences. (JN)

Analyses of the impact of reform-based teaching practices in Florida International University's program have been previously reported. However, the impact of the field experiences "per se" has not been assessed. Using a cross-case analysis approach, the authors assess the impact of voluntary field experiences with teachers who practice…

Describes "Flight," the nontraditional physical education teacher preparation program at Brigham Young University (Utah). The program helps prepare students to meet the needs of school systems in transition and gain their wings to soar as competent, confident teachers. Nontraditional aspects include rites of passage events, student…

This study compared the effects of an extended, systematic on-campus laboratory experience with a similarly extensive, systematic field-based experience for preservice teachers. Results suggested that laboratory teachers, but not field experience teachers, improved their ability to reflect on teaching and facilitate desired instruction. Results…