In recent years, there have been numer ous calls to alter significantly the pur pose of field experiences in teacher edu cation programs. Rather than focus only on the mastery of specific technical skills, teacher educators suggest that field experiences should promote stu dent reflection, experimentation, and decision making. Several studies suggest that the working conditions of most teachers inhibit this active style of teaching. However, what is missing is an understanding of the way in which the university culture also impedes efforts to reform field experiences. Goodman examines the cultural factors within uni versities that frustrate our efforts to alter substantively the purpose of teacher education field experiences.
Get full access to this article
View all access options for this article.
References
1.
Alder, S., & Roth, R. (1985, March). Critical inquiry in teacher preparationPaper presented at the annual meeting of the American Educational Research Association, Chicago.
2.
Alinsky, S. ( 1971). Rules for radicals: A pragmatic primer for realistic radicalsNew York: Vintage Books .
3.
Apple, M. (1983). Curricular form and the logic of technical control In M. Apple & L. Wise (Eds.), Ideology and practice in schooling (pp. 143-165). Philadelphia: Temple University Press.
4.
Apple, M. (1985). Teaching and "women's work": A comparative historical and ideological analysisTeachers College Record , 86 (3), 455-473.
5.
Apple, M. (1987). Teachers and textsLondon : Routledge & Kegan Paul.
6.
Barnes, H. (1987). The conceptual basis for thematic teacher education programsJournal of Teacher Education , 38 (4), 13-18.
7.
Barrett, N. (1979). Women in the job market: Occupations, earnings, and career opportunities In R. Smith (Ed.), The subtle revolution: Women at work (pp. 31-61). Washington, DC : The Urban Institute.
8.
Becker, H., Geer, B., Hughes, E., & Strauss, A. (1961). Boys in white: Student culture in medical schoolChicago: University of Chicago Press.
9.
Berger, P. & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledgeGarden City, NYDoubleday.
10.
Beyer, L. (1984). Field experience, ideology, and the development of critical reflectivityJournal of Teacher Education , 35 (3), 36-41.
11.
Brophy, J. (1982). How teachers influence what is taught and learned in classroomsElementary School Journal , 83 (1), 1-13.
12.
Bush, R. (1977). We know how to train teachers: Why not do so!Journal of Teacher Education, 28 (6), 5-9.
13.
Clark, D., & Marker, G. (1975). The institutionalization of teacher education In K. Ryan (Ed.), Teacher education (pp. 53-86). Chicago : University of Chicago Press.
14.
Clarricoates, K. (1981). The experience of patriarchal schoolingInterchange, 12 (2-3), 185-204.
15.
Cohn, M. & Gellman, V. (1985, March). Inquiry-oriented professional semesters: Problems in linking theory and practicePaper presented at the annual meeting of the American Educational Research Association, Chicago.
16.
Cross, K.P. (1984). The rising tide of school reform reportsPhi Delta Kappan, 66 (3), 167-172.
17.
Cruickshank, D.R., Holton, J. Fay, D., Williams, E., Kennedy, J., Myers, B., & Hough, J. ( 1981). Reflective teachingBloomington, IN: Phi Delta Kappa.
18.
Dewey, J. (1904). The relation of theory to practice in education. In The relation of theory to practice in the education of teachers - Part I (pp. 9-30). Bloomington, IL: Public School Publishing .
19.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative processChicago: Henry Regnery.
20.
Emans, R. (1983). Implementing the knowledge base: Redesigning the function of cooperating teachers and college supervisorsJournal of Teacher Education, 34 (3), 14-18.
21.
Erdman, J. (1983). Assessing the purposes of early field experience programsJournal of Teacher Education, 34 (4), 27-31.
22.
Feiman-Nemser, S. (1983). Learning to teach In S. Shulman & G. Sykes (Eds.), Handbook of teaching and policy (pp. 150- 170). New York: Longman.
23.
Fullan, M., & Pomfret, A. (1977). Research on curriculum and instruction implementationReview of Educational Research, 47 (1), 335-397.
24.
Geer, B. (1968). Occupational commitment and the teaching profession In H. S. Becker, B. Geer, D. Riesman, & R. S. Weiss (Eds.), Institutions and the person.Chicago : Aldin.
25.
Giroux, H., & McLaren, P. (1986). Teacher education and the politics of engagement: The case for democratic schoolingHarvard Educational Review, 56 (3), 213-238.
26.
Gitlin, A. (1983). School structure and teachers' work In M. Apple & L. Wise (Eds.), Ideology and practice in schooling (pp. 193-212). Philadelphia: Temple University Press.
27.
Gitlin, A., & Teitelbaum, K. (1983). Linking theory and practice: The use of ethnographic methodology by prospective teachersJournal of Education for Teaching, 9 (3), 225-234.
28.
Goodlad, J. (1983). The school as workplace In G. Griffin (Ed.), Staff development (pp. 36-61). Chicago: University of Chicago Press.
29.
Goodman, J. (1984). Reflection and teacher education: A case study and theoretical analysisInterchange, 15 (3 ), 9-26.
30.
Goodman, J. (1985). Field-based experience : A study of social control and student teachers' response to institutional constraintsJournal of Education for Teaching, 11 (1), 26-49.
31.
Goodman, J. (1986). Making early field experience meaningful: A critical approachJournal of Education for Teaching , 12 (2), 109-125.
32.
Goodman, J. (1986a). Teaching preservice teachers a critical approach to curriculum designCurriculum Inquiry , 16 (2), 179-201.
33.
Gore, J. (1987). Reflecting a reflective teachingJournal of Teacher Education, 38 (2), 33-39.
34.
Grant, C., & Sleeter, C. (1985). Who determines teacher work: The teacher, the organization, or both?Teaching and Teacher Education , 1 (3), 209-220.
35.
Griffin, G., Barnes, S., Hughes, R., O'Neal, S., Edwards, S., & Defino, M. (1983). Clinical preservice teacher education: Final report of a descriptive studyAustin, TX: Research and Development Center for Teacher Education.
36.
Grumet, M. (1981). Pedagogy for patriarchy: The feminization of teachingInterchange, 12 (2-3), 165-184.
37.
Guba, E., & Clark, D. (1978). Levels of R & D productivity in schools of educationEducational Researcher, 7 (5), 3-9.
38.
Haberman, M. (1983). Research on preservice laboratory and clinical experiences. In K. Howey & W Gardner (Eds.), The education of teachers: A look ahead (pp. 98-117). New York: Longman.
39.
Hoffman, J., & Edwards, S. (Eds.). (1986). Reality and reform in clinical teacher education.New York: Random House.
40.
Howey, K.Yarger, S., & Joyce, B. (1978). Improving teacher educationWashington, DC: Association of Teacher Educators.
41.
Ishler, P., & Kay, R. (1981). A survey of institutional practice In C. Webb, N. Gehrke, P. Ishler, & A. Mendoze (Eds. ), Exploratory field experiences in teacher education (pp. 15-22). Washington, DC: Association of Teacher Educators.
42.
Joyce, B., & Clift, R. (1984). The Phoenix agenda: Essential reform in teacher educationEducational Researcher, 13 (4), 5-18.
43.
Judge, H. (1982). American graduate schools of education: A view from abroadNew York: Ford Foundation .
44.
Keith, M. (1987). We've heard this song ... Or have we?Journal of Teacher Education, 38 (3), 20-25.
45.
Klausmeier, H. (1975). IGE: An alternative form of schooling In H. Talmage (Ed.), Systems of individualized education.Berkeley, CA: McCutchan.
46.
Lanier, J. (1982). Teacher education: Needed research and practice for the preparation of teaching professionals In D. Corrigan, D. Palmer, & P. Alexander (Eds.), The future of teacher education (pp. 13-36). College Station: Texas A & M University.
47.
Lanier, J. (1984). The future of teacher education: Two papers (Occasional Paper No. 79)East Lansing: Michigan State University, Institute. for Research on Teaching.
48.
Lanier, J., & Little, J. (1986). Research on teacher education In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp. 527-569). New York: Macmillan.
49.
Lieberman, A., & Miller, L. (1984). Teachers: Their world and their workWashington DC: Association for Supervision and Curriculum Development.
50.
Light, D. (1979). Surface and deep structure: Observing the organization of professional trainingAdministrative Science Quarterly , 24 (4), 552- 569.
51.
Lightfoot, S.L. (1983). The lives of teachers In L. Shulman & G. Sykes (Eds.), Handbook of teaching and policy (pp. 241-260). New York : Longman.
52.
McCaleb, J., Borko, H., Arends, R., Garner, R., & Mauro, L. (1987). Innovation in teacher education: The evolution of a programJournal of Teacher Education , 38 (4), 57-63.
53.
McCall, A. (1987). Gender and teaching: The struggle for empowerment Unpublished dissertation, Indiana University, Bloomington.
54.
Mead, M. (1949). Male and femaleNew York: Marrow Publishing.
55.
O'Brien, M. (1984). The commatization of women: Patriarchal fetishism in the sociology of educationInterchange , 15 (2), 43-60.
56.
Parlett, M., & Hamilton, D. (1972). Evaluation and illumination: A new approach to the study if innovatory programs Unpublished paper, University of Edinburgh, Centre for Research in the Educational Sciences, Edinburgh, Great Britain.
57.
Peseau, B. (1980). The outrageous underfunding of teacher educationPhi Delta Kappan, 62 (2), 100-102.
58.
Peseau, B. (1982). Developing an adequate resource base for teacher educationJournal of Teacher Education , 33 (4), 13-15.
59.
Peseau, B., & Orr, P. (1979). An academic and financial study of teacher education programs through the doctoral level in public state universities and land grant collegesMontgomery: University of Alabama.
60.
Peseau, B. , & Orr, P. (1981). The second annual academic and financial study of teacher education programs in senior state universities and land grant colleges, 1978-1979Montgomery: University of Alabama.
61.
Popkewitz, T., Tabachnick, B.R., & Wehlage, G. (1982). The myth of educational reformMadison, WI: University of Wisconsin Press.
62.
Romanish, B. (1987). A skeptical view of educational reformJournal of Teacher Education, 38 (3), 9-12.
63.
Romberg, T., & Price, G. (1983). Curriculum change as cultural change In G. Griffin (Ed.), Staff development (pp. 154-184). Chicago: University of Chicago Press.
64.
Romberg, T., & Stewart, D. (1985). To be, or not to be, IGE In T. Romberg (Ed.), Toward effective schooling: The IGE experience (pp. 55-74). Lanham, MD: University Press of America .
65.
Ryan, K. (1979). Mainstreaming and teacher education: The last straw In M. C. Reynolds (Ed.), A common body of practice for teachers.Minneapolis, University of Minnesota National Support Systems Project - Draft Report.
66.
Salzillo, F., & Van Fleet, A. (1977). Student teaching and teacher education : A sociological model for changeJournal of Teacher Education , 28 (1), 27-31.
67.
Sarason, S. (1982). The culture of the school and the problem of changeBoston: Allyn & Bacon .
68.
Schlechty, P., George, J., & Whitford, B.L. (1978). Reform in teacher education and the professionalization of teachingHigh School Journal , 61, 313-320.
69.
Schumacher, E. (1973). Small is beautiful : Economics as if people matteredNew York: Harper & Row.
70.
Shulman, L. (1983). Autonomy and obligation: The remote control of teaching In L. Shulman & G. Sykes (Eds.), Handbook of teaching and policy (pp. 484- 504). New York: Longman.
71.
Sprinthall, N., & Thies-Sprinthall, L. (1983). The need for theoretical frameworks in educating teachers: A cognitive-developmental perspective In K. Howey & W Gardner (Eds.), The education of teachers: A look ahead (pp. 74-97). New York: Longman.
72.
Sykes, G. (1983). Contradictions, ironies, and promises unfulfilled: A contemporary account of the status of teachingPhi Delta Kappan, 65 (2), 87-93.
73.
Tabachnick, B.R., Popkewitz, T., & Zeichner, K. (1979-80). Teacher education and the professional perspectives of student teachersInterchange, 10 (4), 12-29.
74.
Tabakin, G., & Densmore, K. ( 1985, March- April). Teacher professionalization and gender analysisPaper presented at the annual meeting of the American Educational Research Association, Chicago.
75.
Tesconi, C. (1984). Additive reforms and the retreat from purposeEducational Studies, 15 (1) , 1-11.
76.
Van Manen, M. (1977). Linking ways of knowing with ways of being practicalCurriculum Inquiry, 6 (3), 205-228.
77.
Wise, A. (1979). Legislated learning: The bureaucratization of the American classroomBerkeley: University of California Press.
78.
Wolcott, H. (1977). Teacher versus technocrats: An educational innovation in anthropological perspectiveEugene, OR: Center for Educational Policy and Management.
79.
Woodring, P. (1975). The development of teacher education In K. Ryan (Ed.), Teacher education (pp. 1-24). Chicago : University of Chicago Press.
80.
Woodward, A. (1986). Over-programmed materials: Taking the teacher out of teachingAmerican Educator, 10(1), 22-25.
81.
Yonemura, M. (1986). Reflections on teacher empowerment and teacher educationHarvard Educational Review, 56 (4), 473-480.
82.
Zeichner, K. ( 1980, April). Key processes in the socialization of student teachers: Limitations and consequences of over-socialized conceptions of teacher socializationPaper presented at the annual meeting of the American Educational Research Association, Boston
83.
Zeichner, K. (1981). Reflective teaching and field-based experience in teacher educationInterchange, 12 (4), 1-22.
84.
Zeichner, K. (1986). Social and ethical dimensions of reform in teacher education In J. Hoffman & S. Edwards (Eds.), Reality and reform in clinical teacher education (pp. 87-107). New York: Random House.
85.
Zeichner, K., & Liston, D. (1985). Varieties of discourse in supervisory conferencesTeaching and Teacher Education, 1 (2), 155-174.
86.
Zeichner, K., & Liston, D. (1987). Teaching student teachers to reflectHarvard Educational Review, 57 (1), 23-48.
87.
Zeichner, K., Liston, D., Mahlios, M., & Gomez, M. (1987, April). The structure and goals of a student teaching program and the character and quality of supervisory discoursePaper presented at the annual meeting of the American Educational Research Association, Washington, DC.
