FAMILY AND CONSUMER SCIENCES PRE-SERVICE TEACHERS: IMPACT OF AN EARLY FIELD EXPERIENCE

Abstract

The purpose of this study was to explore the early field experiences of two family and consumer sciences (FCS) pre-service teachers. With the shortage of family and consumer sciences teachers and classroom management as the second most common reason for teachers leaving the profession, FCS education cannot afford to lose potential FCS teachers (Pickard, 2004; Tran, 2003). Providing early field experiences prior to the student teaching practicum for pre-service teachers can be a beneficial part of teacher education programs and help clarify teaching beliefs among pre-service teachers. Qualitative techniques were used to conduct and analyze individual interviews regarding early experiences. Implications for professional development and teacher education programs are discussed. With classroom management issues being cited as the second most common reason for leaving the teaching profession and with the shortage of family and consumer science (FCS) teachers, common sense dictates that pre-service teachers be provided instruction to develop skills essential to success (Pickard, 2004; Tran, 2003). Essential skills include classroom