Finding the Truths in Teacher Preparation Field Experiences.

Abstract

In teacher education, as in many fields, there are several truths, each based on different assumptions and beliefs. Conventional teacher education reflects a view of learning to teach as a two-step process of knowledge acquisition and application or transfer (Feiman-Nemser & Remillard, 1996, p. 79 ). In this view of truth university provides Constance M. Perry is a theory, skills and knowledge through coursework, professor of curriculum, and school provides field setting where knowl instruction, and edge is applied. The preservice teacher integrates it foundations with all. Student teaching is seen as bridge between College of Education and theory, knowledge and skills gained at university Human Development at and their application in school ( Britzman, 1991 University of Maine, as cited in Wideen, Mayer-Smith & Moon, 1998). In Orono, Maine. Brenda a review of 97 empirical studies focusing on learning M. Power until recently to teach, most of beginning teachers studied were was a professor of enrolled in programs based on conventional truth literacy at University model. However, the notion that coursework should of Maine. She is provide teaching skills and information about teach presently a senior editor ing — and that beginning teachers can integrate and at Stenhouse Publishers. effectively implement that information — receives