How Field Experiences Influence Perceptions of Learning to Teach in a Precollegiate Urban

Jun. 01, 2016

Source: Action in Teacher Education, Volume 38, Issue 3, 2016, Pages 278-296

This study examined the support, instruction, coursework, discussions, field and clinical experiences, and critical reflection that took place within a precollegiate Urban Teaching Academy (UTA) magnet program located in a southeastern school district.

Two major themes emerged with sub-themes undergirding each. The first theme of disparate program-based experiences highlighted the three unique structures each teacher implemented to expose their students to the realities of teaching, which included their emphasis—or lack thereof—on coursework and field and clinical experiences. The second theme of student reactions to their learning experiences expressed the three differentiated curricular experiences students encountered.

Data interpretations confirmed the importance of using book work, instruction, discussions, and critical reflection regarding classroom events as scaffolding to support the preparation of future teachers within the context of urban field and clinical experiences through precollegiate pipeline programs.

Updated: Aug. 13, 2017