Field experience

This document on the value of field experience for preservice teachers is based on a course and an experiment conducted at the University of Maryland in which blocks of a methods course were devoted to elementary school classroom experience. It is reported that school visits progressively involved observation lesson presentation, and general assistance of the classroom teacher; each school visit was concluded with a feedback seminar to which the principal, students, and college instructors cotributed. Findings of a three-part evaluative form administered to each student at the conclusion of the field experience are discussed. Supportive tables are included. The conclusions indicate a strong mandate in support of pre-student teaching field experience and increased student confidence about their readiness for student teaching. It is admitted that the implementation of such a program would involve increased planning time by the college instructor and a shifting of his role from supervisor to resource consultant. The resulting advantages listed are student self-learning and self-evaluation, and increased creative curriculum planning. {JA