This collaborative self-study centers on the experiences of four teacher educators facilitating preservice teacher learning in four separate community-based settings. Specifically, we examined the ways these community-based field experiences enhanced and challenged our work as teacher educators. We identified enhancements related to the settings,…

Through a teacher educator's study of her own practice as a faculty advisor (university supervisor), this paper focuses on studying theory-practice transitions with respect to mathematics pre-service teacher field experience. The purpose of the research study was to disrupt traditional discourses on these theory-practice transitions by…

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…

The new National health and physical education curriculum in Australia includes outdoor education activities as a viable way to achieve intended learning outcomes. However, most health and physical education teacher education courses do not provide a strong focus on the theories, skills and pedagogies that are unique to the effective use of…

Virtual schooling, or the practice of offering K-12 courses via distance technologies, has rapidly increased in popularity since its beginning in 1994. Although effective interaction with and support for students in these environments requires a unique set of skills and experiences, teacher education programs rarely include teaching and…

A guide for creating case studies is provided for teacher educators to share with students. Suggestions are offered for becoming a participant observer in a classroom. The appendix contains sample appropriate and inappropriate field notes. (SM)

This paper is a personal interpretation of how two half-year daily teaching assignments in grade 12 physics influenced the career of a science teacher educator at Queen's University (Kingston, Ontario, Canada). The teacher educator felt that this experience helped him speak to his preservice teachers more realistically and convincingly about the…

These guidelines describe the role and duties of all participants in field experience programs for prospective teachers at Samford University (Birmingham, Alabama). Requirements for entry, retention, and exit from the program are described, and policies regarding the placement of students in local schools are listed. Outlines are presented of what…

Examines how constructivist endeavors in teacher education have increased experiential opportunities for preservice teachers. The paper highlights a Teaching English to Speakers of Other Languages teacher preparation program where constructivist practices have increased students' opportunities for immersion in fieldwork, interdisciplinary…