This practice-based experiential learning approach utilizes the discipline of anthropology to foster a more nuanced understanding of social and racial inequalities with the objective of promoting advocacy work among student learners in an undergraduate introduction to cultural anthropology course. The purpose of this strategy is for students to…

The discourse-based interview (DBI) allows researchers to explore writers' tacit knowledge. This article describes how we taught and learned to adapt a DBI-based interviewing process through the reflections of both the professor and two graduate students in a graduate-level course, Field Methods in Technical Communication. By participating in a…

Experiential education (EE) leads to positive outcomes for K-12 students; however, such practice remains on the periphery of schools. One key to centering EE in classrooms is to do so in teacher education. This study explores what it means to delve into EE as teacher educators alongside our students in field sites far removed from traditional…

There is little published research that examines the supervision experience of field attachment supervisors in Kenya. In this study, we identify the challenges encountered by field supervisors during student field attachments with community organizations. Fifteen organizations that had hosted third year students from the Department of Community…

There has been a focus on improving teachers' views of nature of science for decades. The method in which researchers improve views of nature of science, however, varies greatly. This study aimed to improve elementary preservice teachers' views of nature of science and nature of science instruction through a course assignment that required the…

Practice-based teacher education is poised to improve teacher education by focusing on interns' enactment of complex teaching practices and helping them develop these professional skills. However, much of this work has yet to study the trajectory of learning between university training and field experiences. This article explores seven history and…

The benefits of field courses for biological science students are well established, but field courses also have limitations: they are generally too brief to allow significant research and they are staff-designed and led, limiting the development of student autonomy. In contrast, the value of student-organised field expeditions has been little…

The commercialisation of education and the massive recruitment of international students across different vocational education and training (VET) systems including the US, UK, Canada and Australia have led to significant changes in the VET teaching and learning landscape. This situation compels the VET sector to design and develop new professional…

This article reports on a multiyear formative experiment of a summer enrichment program that served as literacy enrichment for middle-school students, a field experience for preservice teacher candidates, and a professional development and leadership opportunity for practicing teachers. The analysis focuses on how the design team conceptualized,…

This study explored the expectations, motivations, and experiences of Canadian faculty members undertaking development and implementation of global education initiatives (GEI) for students in the form of exchange and study abroad programs, supervised practical coursework, and experiential learning in international settings. Findings revealed that…

This article discusses alternatives to the lecture-style teaching that remains a fundamental practice for many middle school classrooms. Information was accumulated by pre-service middle school language arts teachers, who interviewed their mentor for their student teaching experience, focusing on how each teacher attempts to foster lifelong…

University-based teacher education programs are criticized for being too theoretical, disconnected from the everyday realities of schools. To bridge this gap, teacher education programs give students year-long field experiences under the joint tutelage of mentor teachers and university faculty. However, this assumes that mentor teachers will not…

The purpose of this grounded theory study was to understand the process of field experience lesson planning for preservice music educators enrolled in choral, general, and instrumental music education courses within three university contexts. Data sources included multiple interviews, written responses, and field texts from 42 participants. Four…

This qualitative, collective case study documented the development of the self-efficacy beliefs of special education preservice candidates during one semester of a course-embedded field experience in a small, private, faith-based university in the Midwest. Interviews of candidates regarding critical incidents in field experiences as documented by…

This article argues that prospective teachers who have the most productive experiences within pre-student teaching field experiences are those whose field sites allow them to become members of communities of practice, the conditions of which, according to Wenger (1998) include joint enterprise, mutual engagement, and shared repertoire. Employing…