This is the first in a series of four books presenting a variety of field experience program models and philosophies that drive the programs provided to preservice teachers during their undergraduate teacher preparation. This publications focuses on developing and evaluating an effective field experience program. Several common themes emerge from…

The purpose of this longitudinal qualitative inquiry was to describe the socially constructed, negotiated, and contextual nature of an early field placement in an urban elementary school. The objectives were to document subtle changes over time in preservice teachers' reading/language arts subject matter knowledge and teaching beliefs and…

Northern Michigan University and the Marquette Area Public Schools are working collaboratively to improve both K-12 education and teacher education. Through several cooperative ventures, students and teachers in both institutions are benefitting from increased professional collaboration, becoming allies to reform and renew education. The main…

A detailed program description and evaluation are contained in the final report of a demonstration project designed to prepare certified teachers of limited English speaking ability students for bilingual bicultural education programs. The introductory section summarizes the purpose of the program, which offered traineeships to individuals…

This paper explains that today's teacher preparation programs must meet the needs of tomorrow's teachers. They must be practical, experiential, and effective, and must produce educators who practice personal reflection, ongoing professional development, and lifelong learning. The Professional Development School (PDS) model addresses these needs.…

Examined changes in teachers' beliefs and practices after using video to enhance self-evaluation and guided reflection within a field-based course. Data from a teaching-belief survey, videotapes of teaching episodes, videotapes of post-teaching episodes, and a videotaped portfolio presentation indicated that participants came to view teaching as a…

A midwestern university provides cross-cultural student teaching experiences in a southwestern city with a large Mexican-American population. Features include two classroom placements, a course in multicultural education, and bicultural mentors. Data from 39 participants identified successful themes and practices in three categories: enabling…

"Partners Transforming Education: School-University-Community" is a process model being implemented by the College of Education and Human Services of Wright State University (Ohio) to plan and articulate the simultaneous renewal of the education of educators and the prekindergarten-grade 12 (PreK-12) sector. The model has involved over…

Early field experiences for preservice teachers can serve as a catalyst for the development of new insights and instructional techniques, particularly if they are in diverse settings. This study provided one preservice teacher with two 30-hour field experience components at two diverse sites. The project involved a comparative analysis of two…

The College of Education, University of Missouri-Columbia is developing and testing a suite of tools that utilize the Internet and work as a system to support learning from field experiences. These tools are built to support preservice teachers, field-based mentors, and college faculty as they collaborate, engage in practice, document their…

This publication updates information from prior surveys of the 50 states and the District of Columbia in the areas of: (1) standards (authorize measures of quality or competency that affect the teaching profession); (2) standards boards (any official state entity that may recommend or establish standards for program approval and for the issuance…

As preservice teachers anticipate student teaching, they often experience excitement, for they realize they will soon be finished with their course work and out in a school all day, every day, for a semester. This excitement may be mixed with anxiety, however, especially if they have just completed an intensive field experience where they have…

Mentoring is often assumed to be done by experienced teachers with new teachers in one-on-one settings and designed to help the mentee be successful with the tasks of teaching. In the context of preservice teacher education, mentoring usually takes place during field experiences, particularly student teaching when the mentor is the host classroom…

This project is an exploration of the benefits of a field-based pre-student teaching semester in which elementary education students work with college professors and practicing elementary teachers in a more holistic way than is possible with traditional campus-based courses. A group of twenty-six college students met four days each week, seven…

This publication updates information from prior surveys of the 50 states and the District of Columbia in the areas of: (1) requirements for regular licensure (standards an individual must meet to be issued an initial or advanced teaching credential); (2) requirements for licensure--emergency or shortage-driven (the process by which a person who…