Teacher educators worry about how the COVID-19 pandemic has impacted what and how teacher candidates are able to learn in P-12 field experiences; yet it is possible to view this period as one of opportunity rather than limitation. This commentary argues for a conception of field experience as practice rather than context. When applied across…

In this article, Stephanie Jones and Hilary E. Hughes suggest that particular discursive lessons are readily available in justice-oriented teacher education which might influence a pedagogy that crowds out responsiveness, the experience of the student, and the role of gender and feminism in teacher education. They contend that changing the place…

Reviews of the state of biology fieldwork in UK schools and universities at the beginning of the twenty-first century (Barker, Slingsby, and Tilling 2002; Smith 2004) were not entirely pessimistic; rather they suggested ways forward that might lead to an increase in fieldwork. Whether their hopes have been realised has, perhaps, been revealed by…

Part of the process model of experiential learning (EL), this article presents tables of methods and techniques for engaging learners in EL in class and in the field. Suggestions for coordinating and integrating in-class and field-based experiences are made. (SK)

Shares some of the comments made by the participating cooperating teachers as they responded to a general inquiry as to how to be a successful cooperating teacher in dealing with student teachers. Comments are presented under the following categories: infusion, beginning the teaching process, communications, motivation and discipline, and other…

Contains five short discussions on the following topics: (1) using precision journalism techniques, (2) coping with teacher evaluation, (3) a program in which journalism students help produce a Sunday newspaper edition, (4) a course in international mass communications, and (5) professional journalists' opinions of the content of master's…

Content and methods are outlined for an undergraduate elementary social studies methods course. Course topics include structure of the discipline and its place in the curriculum, selecting concepts and facts to teach, how children reason and the implications for social studies teaching methods, instructional planning and techniques, and…

Presents 10 guidelines that teacher education programs must meet to involve prospective teachers in community-oriented education. Explains how the preparation of teachers is aided by a curriculum consisting of a general studies component (social studies, humanities) and a professional studies component (social foundations, methods and materials,…

This paper discusses the use of field experience in teacher education and how it can be augmented by phenomenological case studies. It summarizes a particular case study involving three teacher education classes, noting that reflective analysis of cases can prepare students to observe in the field. (SM)

An education course for prospective teachers was designed to include a field experience that challenged students' underlying beliefs about teaching and learning. This article describes and discusses prospective teachers' reactions to encounters with an unconventional third grade teacher's approach to teaching negative numbers. (IAH)

Philosophy, technique, and issues of tutoring are presented to aid student teachers in sharpening tutoring, teaching, and communication skills. The establishment of a positive student self-concept and the prospective tutor's development of effective questioning techniques are two of the topics treated. A guide for volunteer tutors is appended. (LH)

Stressing the importance of systematic planning for field experiences in teacher education, the authors outline the appropriate functions and instructional modes of the school-based component of teacher training. They present a matrix design for integrating the functions and modes of university-based and school-based instruction. (SJL)

In this article, the reflective practitioner is first defined conceptually and operationally. Implications for structuring teacher preparation programs that enable reflectivity are then discussed. (Author/IAH)

A discussion of clinical experience in legal education finds it to be in a period of transition and looks ahead to what may be its structure, methodology, and content in another 25 years. (MSE)

Five syntheses of research on teaching are reviewed, with findings relevant to middle level teacher education highlighted. Implications for teacher education are discussed. Topics include preservice field experiences, adolescent student motivation, effective use of class time, effective teaching behavior and student achievement. (IAH)