Rethinking Field Experience

Abstract

Three types of data were gathered on a partnership and a single-placement model of early field experience. Data came from mentor and preservice teacher interviews, preservice teacher time logs, and transcripts of planning sessions. Although all mentors and preservice teachers found value in their experience, data indicate that those who participated in partnership placements had a very different experience. Preservice teachers in partner-placements felt better supported and were able to engage in greater instructional risks within the classroom. Children in classrooms where partners were placed were reportedly better served. Mentors in partnership placements were more flexible in planning with preservice teachers and appeared to be more trusting. The authors conclude that partnership placement holds promise for providing richer, more interesting, and more educative early field experience for elementary preservice teachers than traditional practice allows.

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