An Innovative Approach to Observational Field Experiences in Higher Education
- 1 College of Education, Nicholls State University, Thibodaux, USA
- 2 College of Education, Nicholls State University, Thibodaux, USA
- 3 College of Education, Nicholls State University, Thibodaux, USA
- 4 College of Education, Nicholls State University, Thibodaux, USA
- 5 College of Education, Nicholls State University, Thibodaux, USA
- 6 College of Education, Nicholls State University, Thibodaux, USA
Abstract
Field experiences within teacher education programs are vital aspects of the higher education experience. The purpose of this article is to examine students’ perceptions of classroom-based field experiences and to determine the role that technology-based field experiences may play in institutions of higher education. The survey data indicate that while candidates perceive that classroom-based field experiences are invaluable in defining their professional choices, the data also indicated positive candidate perceptions of technology-based field experiences. Candidate focus group responses indicated that a combination of both classroom and technology-based field experiences are beneficial to candidates in teacher preparation programs. The implications of this study indicate that future research must be conducted as to the manner in which technology-based field experiences may be enriched in higher education.
- Adcock, P., & Austin, W. (2002). Alternative classroom observation through two-way audio/video conferencing systems. Proceedings of 13th Society for Information Technology & Teacher Education International Conference, Nashville, 18-23 March 2002.
- Capraro, M. M., Capraro, M. R., & Helfeldt, J. (2010). Do differing types of field experiences make a difference in teacher candidates’ perceived level of competence? URL (last check 24 September 2012). http://www.eric.ed.gov/PDFS/EJ872653.pdf
- Chang, S. H. (2009). Concerns of teacher candidates in an early field experience. Mid-Western Educational Researcher, 22, 19-25.
- Edwards, J. (1996). A dose of reality for future teachers. Educational Leadership, 54, 56-57.
- Ferber, T., & Nillas, L. A. (2010). Through the eyes of student teachers: Successes and challenges in field teaching experiences. National Teacher Education Journal, 3, 61-86.
- Hixon, E., & So, H. (2009). Technology’s role in field experiences for preservice teacher training. Educational Technology & Society, 12, 294-304.
- Jackson, S. L. (2012). Research methods and statistics: A critical thinking approach. Belmont, CA: Wadsworth, Cengage Learning.
- Kale, U., & Whitehouse, P. (2011). Pre-service teacher learning: Pedagogical content knowledge in video-based problem-solving. In M. Koehler, & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 4360-4367). Chesapeake, VA: AACE.
- Razzouk, R., & Lehman, J. (2002). Video conferencing as a tool to link colleges of education with K-12 schools: A P3T3 project initiative. In D. Willis et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2002 (pp. 2424-2425). Chesapeake, VA: AACE.
- National Council for Accreditation of Teacher Education (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Washington: NCATE Publications.
- Vavasseur, C. (2012). Teach me how to tech: Video conferencing in the classroom. Eugene: Visions Technology in Education.