Authors

F. W. Sesow, University of Nebraska-Lincoln

Do Early Field Experiences Make a Difference In Perceived Professional Development And Commitment To Teaching Of University Students Preparing To Become Elementary School Teachers?

Abstract

Although the concept of early field experiences in teacher/preparation programs is not unique, the attempts to measure the effectiveness of directed experiences in elementary schools for freshmen and sophomores is limited. These experiences have been included in preparation programs as a response to students and faculty feeling a need for direct concrete experiences during the early phases of the preparation program. This need is based on the theory that students should have concrete professional field experiences prior to enrolment in professional courses which should allow for greater understanding of the abstract theories and concepts of teaching and learning presented by the education faculty. Also, a second theory often expressed, is that it is too late for the student to enter student teaching at the junior or senior year and find that after working in a school environment, their individual career choice of wanting to become a teacher was unwise. (Adelman, 1978).

Recommended Citation

Sesow, F. W. (1982). Do Early Field Experiences Make a Difference In Perceived Professional Development And Commitment To Teaching Of University Students Preparing To Become Elementary School Teachers?. Australian Journal of Teacher Education, 7(1). https://doi.org/10.14221/ajte.1982v7n1.2