Work-integrated learning (WIL) is a feature of university courses, both in professional areas, where it is commonplace, but also across many different disciplines. Assessment of WIL can be complex as it involves parties and settings external to the university, and it can be problematic because of difficulties in aligning learning activities during…

It has been postulated that field education is the signature pedagogy of social work education. Practicums are paramount in assisting social work students to develop the unique skills and competencies required for professional practice. Traditionally, field education in social work has occurred within the context of social service agencies…

The National Council for Geographic Education GeoCamp Iceland is a unique field experience designed to energize, inspire, and edify experienced and novice geography teachers. The 2015 institute (nineteen participants from fourteen states) was designed for K-12 educators and in 2017 (twenty-one participants from eighteen states and Washington, DC)…

Teachers working in special education are confronted with various requirements. Their ability to cope with these requirements may be largely influenced by their levels of self-efficacy which start to develop during their academic studies and specifically while gaining practical experience. This study examined the contribution of experience-related…

Common notions around the concept of sustainability tend to be framed within the values and principles that the world's natural environments need to be used and managed in such a way as to make them available for future generations. Consequently, pedagogical approaches in environmental education that follow this intellectual thread tend to adopt a…

Over the past three years, Jobs for the Future (JFF) has been supporting a community of more than 100 U.S. community colleges (CCs) and over 25 nonprofit organizations (NPOs) worldwide implementing the Google IT Support Professional Certificate training program. During this engagement, JFF has gathered valuable insights about best practices in…

On the one hand, this paper describes the findings from the implementation of subject-matter teaching and learning via fieldwork in a deprived area (Kottbusser Tor) of Berlin. On the other hand, the authors focus on the explicit and implicit knowledge (which we call orientations) of the students concerning this fieldwork. In a problem-oriented…

The global pandemic of COVID-19 forced trainee teachers from the United Arab Emirates to have virtual field experiences in the field of early childhood education. The various stakeholders, young children, families, preservice teachers, and university faculty hold different perceptions of online teaching formats. The purpose of this study was to…

This study aims to describe the types of explanations made by pre-service teachers in mathematics learning. In this research, the types of explanations are used to describe the explanatory trends used by pre-service teachers in mathematics teaching. The descriptive qualitative research was chosen in this research. The research subjects are…

Learners with disabilities are often denied field-based learning experiences in naturalistic disciplines. Geology can present substantial barriers due to rugged terrain in difficult-to-reach locations. In 2014, a field trip was executed with the dual purpose of 1) designing inclusion in field learning and 2) demonstrating to college faculty an…

This presentation is a roadmap with a one-mode transition and subsequent application of selected higher education classroom materials to field research for learning, which has been a challenge for college faculty members for ages. The essential components of such a process are delineated, using the field experience gained by the authors with…

Investigating critical incidents is one way to assist prospective teachers in expressing any developmental stage when accomplishing the teaching practice program. It is a significant component of reflective teaching in an educational framework related to continuing professional development (CPD), particularly self-directed learning. This study…

This study presents the results of an investigation of the undergraduate student perception of fieldwork, specifically in the context of the affective domain, and considers the effectiveness of field-based training as a pedagogical tool. Fieldwork provides the learner with a deep and immersive learning environment, where they are required to apply…

Performances and artefacts of student learning provide tangible evidence of their understanding of classroom instruction. Hattie (2012, 2015) uses the term "visible learning" to focus attention on the need for teachers to gather and consider these as evidence of students' ongoing learning, linking these tightly to teachers' pedagogical…

Background: Most field coursework in teacher education (TE) programmes do not incorporate extended "in situ" interaction with individual children in a classroom. Furthermore, child development theory (from coursework) is not taught in tandem with students' extended periods of practicum placement in schools. Aim: This study sought to…