This paper focuses on conceptual and methodological limitations which have been identified in relation to research on field experiences. A point of view is offered as to how research in this area can begin to provide the kinds of empirical data which will be more useful for policy decisions. (CB)

Two curriculum development strategies for preservice teachers' field-based experiences are analyzed. It is argued that a "personalized" approach to field-based experiences is misguided, and an "inquiry-oriented" approach is presented as more justifiable. (CJ)

There continues to be a great deal of debate about the role that field experiences play in teacher development and about the relative contribution of various individual and institutional factors to the socialization process. Field experiences in teacher education entail a complex set of interactions among program features, settings, and people…

Two myths concerning the value of preservice field-based experience are explored: (1) Practical school experience contributes to the development of better teachers; and (2) Teacher education's institutional structures are totally coercive and students passively conform to school bureaucracies' conservative norms. (JN)