Early Field Experiences in Preservice Teacher Education: Research and Student Perspectives

Abstract

Abstract Recent reform efforts in teacher education involve the inclusion of, or a substantial increase in, early field experiences during teacher preparation. This study examines the role and influence of early field experiences through questionnaire and interview responses by school of education graduates. Questionnaires were mailed to 200 graduates, half of whom participated in an enriched teacher preparatory program requiring additional early field experiences. The qualitative and quantitative data gathered were examined to determine (a) graduates perceptions of early field experiences, (b) graduate perceptions of experience outcomes compared to the stated experience objectives, and (c) differences in perceptions of early field experiences by the two groups (graduates of the regular education program, only, and graduates of the supplemental program). Additionally, (d) the two groups' ratings from the North Carolina Teacher Performance Appraisal Instrument (NCTPAI) were compared. Suggestions are given for preservice teacher preparation based on research findings.