This study addressed the challenge of connecting elementary teacher candidates' course work and fieldwork in order to foster a cohesive experience in learning to teach mathematics. In this study, a Mediated Field Experience was designed for five elementary teacher candidates in their internship setting. The study utilized qualitative methods to…

Within an early childhood methods course, teacher candidates were prepared to spend three weeks in immersive clinical field experience. Early childhood placements were in rural, high poverty areas of central New York State. In addition to readings and authentic project-based undertakings, preparation included interactive activities on culturally…

For the past two decades, scholars have advocated for reforms in teacher education that emphasize relevant connections between theory and practice in university coursework and focus on clinical experiences. This paper is based on our experiences in designing and implementing an integrated literacy methods course in a field-based teacher education…

The purpose of this study was to investigate middle level preservice teacher self-efficacy beliefs in general, as well as in the domain of reading. The participants were 8 middle school preservice teachers enrolled in a state-mandated reading methods course and student teaching over the course of a year. As part of the yearlong internship, the…

Identity lenses are forever changing even for the most seasoned teacher. But for pre-service teachers, their developing identity lenses are changing minute by minute as they strive to be autonomous in every aspect involved in the art of teaching whether it be in their teacher preparation program or in the field as a novice teacher. This…

Some colleges are moving the reading methods course from the college classroom to an elementary school so that students may obtain first hand practical experience along with theory. (JH)

Reviews recent research which indicates the need for a variety of field-based learning experiences which are closely integrated with teacher preparation. Examines a program at the University of Iowa (Ames) in which the social studies methods course was moved to a high school so that students observed high school classes and received instruction…

A study compared the effects of a field-based methods course on industrial education (IE) preservice teachers with the effects of a campus-based IE methods course on similar students. Two convenience sample groups were used: eight students enrolled in the IE methods course taught on campus and seven students enrolled in the field-based IE methods…