Underpinnings of Teachers ’ Professional Development- A New Conceptualization of Field Experience

Many researchers have addressed the professional development of teachers and the importance of the field experience component in the process of teaching effectiveness (Kowalchuk, 1999). A phased development model or paradigm used to address teachers ’ professional development and stages of effectiveness have been noted. Conceptual models of Field Experience have been developed in accordance to the paradigms addressed the professional development of teacher effectiveness, basing on no matter external forces or internal reflective capability that will change a teacher. Simply put, a focus is placed upon teachers to change and grow. Field experience is not equivalent to student placement or teaching supervision, but is a device for teacher change at various professional stages. This implies the need for a re-thinking of teacher education preparation. Key words: field experience, teacher education, professional development ∗An examination of the many ways of thinking about teachers ’ professional development may provide insights for teacher education programmes, both at initial and in-service levels. Effective teaching is essentially concerned with how best to bring about the desired pupil learning by some educational activity (Kyriacou, 1986). Teacher development or professiona