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Four Perspectives on the Benefits of an Early Field Experience for High School Teacher Candidates: Connecting Theory and Practice
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Author(s): Christine Lotter (University of South Carolina, USA), Kimberly Smoak (Dutch Fork High School, USA), William Roy Blakeney (Dreher High School, USA)and Stacey Plotner (University of South Carolina, USA)
Copyright: 2019
Pages: 23
Source title:
Handbook of Research on Field-Based Teacher Education
Source Author(s)/Editor(s): Thomas E. Hodges (University of South Carolina, USA)and Angela C. Baum (University of South Carolina, USA)
DOI: 10.4018/978-1-5225-6249-8.ch020
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Abstract
This chapter describes an innovative early field experience course for secondary teacher candidates that is held onsite at two local high schools. The chapter presents the course experience from the perspective of three stakeholders involved in the teaching and planning of the experiences: the university faculty instructor, a school administrator, and a practicum high school teacher. University candidate voices are also included through an analysis of survey data collected at the end of the most recent course offering. Each stakeholder describes both the tensions and benefits of the partnership and course experiences. By connecting theory and practice through interactions with all stakeholders during the course, the experience honors the expertise of all involved and builds a community of educators working together to improve secondary teacher education.
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