The Changing Paradigm of Fieldwork in Teacher

PreparationJake Hollatz, Ed.D.

Concordia University Texas

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The purpose of fieldwork

Increased exposure to diverse students (Sposet, 2009),

Mentoring from an experienced teacher (Woullard & Coats, 2004), and

A framework for reflective learning that promotes lifelong-learner engagement (Sugarman, 1985)

Student feelings of quality preparation

"I would have liked to learn about new techniques that teachers are actually utilizing today in elementary classrooms, such as Daily Five. It would have been helpful to compare and contrast different districts in how they teach reading and what reading programs they are using to teach Reading/Language Arts. In addition, it would have been helpful to learn the basics of HOW to teach children how to read in a small group setting."

"I really wish we could get into the classroom the first weeks of the opening of public school for field work, so that we can observe how the teacher sets up rapport, expectations of students, and overall classroom management. I think that would be a tremendous service to us all."

A second look at the fieldwork approach

Methods Block - prior to student teaching

Enrolled in 5-6 methods courses only

5 weeks on campus

7 weeks in district classrooms

2 weeks on campus

Baer and Russomano (1996) contend that intensive fieldwork accelerates the learning experience, but it also allows students to see their content and methodology be put into action.

Student feelings of quality preparation

"This course was extremely helpful while I was doing fieldwork. A lot of time is spent on reading and language arts in the elementary classrooms. I used what I was learning while I was in my classroom."

"We were in elementary schools the majority of the semester. The [fieldwork site] class was very interactive which was good to see as a future teacher."

Mentor teachers perceptions of preparedness

"While completing her field work in Fourth Grade at _____, she asked thoughtful, probing questions daily. She was always willing to take on any task. Throughout her time with us she gained confidence in her abilities and became comfortable delivering instruction. She brought positive energy and joy to the classroom each day. We loved hosting her!"

"This field experience seems to be an appropriate course of action to prepare for student teaching."

Considerations for blocking field experiencesBuilding relationships

Diverse experiences

Immersion

District guidelines

University scheduling

Early mentoring is supported by Woullard and Coats (2004) as an excellent way to prepare future teachers and keep them in the profession long term.

Middle and secondary fieldwork

"Being secondary/middle school, sometimes the Education classes can seem hard to relate to because of the material. Most of the time the course work is geared towards elementary ideas and strategies. But what I have come to realize is that anyone who wants to teach ELA/Reading needs to have a grasp on how students actually learn to read and write. Those fundamental ideas can then be transferred into higher levels, but all educators need these skills and foundation knowledge."

Extensions for future preparation

Reflective learners (Sugarman, 1985)

Preparedness for student teaching and professional practice (Woullard and Coats, 2004)

Greater retention rates after graduation (Hadfield, O. D., Littleton, C. E., Steiner, R. L., & Woods, E. S., 1998)

Baer, J., & Russomano, A. T. (1996). An intensive sophomore field experience for preservice teachers. Education, 116(3), 432.Hadfield, O. D., Littleton, C. E., Steiner, R. L., & Woods, E. S.

(1998). Predictors of preservice elementary teacher effectiveness. Journal of Instructional Psychology, 25(1), 34.Sposet, B. (2009). Education in today’s diverse society: A

sociological approach. International Journal of Learning, 16(7), 69–79.Sugarman, L. (1985). Kolb’s model of experiential learning:

Touchstone for trainers, students, counselors, and clients. Journal of Counseling & Development, 64(4), 264.Woullard, R., & Coats, L. T. (2004). The community college role in preparing future teachers: The impact of a mentoring program for preservice teachers. Community College Journal of Research & Practice, 28(7), 609–624.

References