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Teacher Candidates' Values Regarding Field Placement: An Exploratory Study

Abstract

Field experience is routinely held up as the most important and powerful factor in preservice teacher preparation from a variety of perspectives. However, little is known about specific elements that contribute to lasting, positive outcomes in field placement. This exploratory study investigates teacher candidates’ perceptions of field experiences across major. Results indicate significant differences by major in terms of what teacher candidates consider to be of greatest value in a field placement. Implications for teacher preparation programs are presented.

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