CSOTTE Presentation - The changing paradigm of fieldwork for teacher education

1. The Changing Paradigm of
Fieldwork in Teacher
Preparation
Jake Hollatz, Ed.D.
Concordia University Texas
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2. The purpose of fieldwork
Increased exposure to diverse students (Sposet,
2009),
Mentoring from an experienced teacher
(Woullard & Coats, 2004), and
A framework for reflective learning that promotes
lifelong-learner engagement (Sugarman, 1985)

3. Student feelings of quality
preparation
"I would have liked to learn about new techniques that teachers
are actually utilizing today in elementary classrooms, such as
Daily Five. It would have been helpful to compare and contrast
different districts in how they teach reading and what reading
programs they are using to teach Reading/Language Arts. In
addition, it would have been helpful to learn the basics of HOW
to teach children how to read in a small group setting."
"I really wish we could get into the classroom the first weeks of
the opening of public school for field work, so that we can observe
how the teacher sets up rapport, expectations of students,
and overall classroom management. I think that would be a
tremendous service to us all."

4. A second look at the
fieldwork approach
Methods Block - prior to student teaching
Enrolled in 5-6 methods courses only
5 weeks on campus
7 weeks in district classrooms
2 weeks on campus
Baer and Russomano (1996) contend that intensive
fieldwork accelerates the learning experience, but it also
allows students to see their content and methodology be
put into action.

5. Student feelings of quality
preparation
"This course was extremely helpful while I was
doing fieldwork. A lot of time is spent on reading
and language arts in the elementary classrooms.
I used what I was learning while I was in my
classroom."
"We were in elementary schools the majority of
the semester. The [fieldwork site] class was very
interactive which was good to see as a future
teacher."

6. Mentor teachers perceptions
of preparedness
"While completing her field work in Fourth Grade at
_____, she asked thoughtful, probing questions
daily. She was always willing to take on any task.
Throughout her time with us she gained confidence
in her abilities and became comfortable delivering
instruction. She brought positive energy and joy to
the classroom each day. We loved hosting her!"
"This field experience seems to be an appropriate
course of action to prepare for student teaching."

7. Considerations for blocking
field experiences
Building relationships
Diverse experiences
Immersion
District guidelines
University scheduling
Early mentoring is supported by Woullard and Coats
(2004) as an excellent way to prepare future teachers
and keep them in the profession long term.

8. Middle and secondary
fieldwork
"Being secondary/middle school, sometimes the
Education classes can seem hard to relate to
because of the material. Most of the time the
course work is geared towards elementary ideas
and strategies. But what I have come to realize is
that anyone who wants to teach ELA/Reading
needs to have a grasp on how students actually
learn to read and write. Those fundamental ideas
can then be transferred into higher levels, but all
educators need these skills and foundation
knowledge."

9. Extensions for future
preparation
Reflective learners (Sugarman, 1985)
Preparedness for student teaching and
professional practice (Woullard and Coats, 2004)
Greater retention rates after graduation (Hadfield,
O. D., Littleton, C. E., Steiner, R. L., & Woods, E.
S., 1998)

10. References
Baer, J., & Russomano, A. T. (1996). An intensive sophomore field
experience for preservice teachers. Education, 116(3), 432.
Hadfield, O. D., Littleton, C. E., Steiner, R. L., & Woods, E. S.
(1998). Predictors of preservice elementary teacher
effectiveness. Journal of Instructional Psychology, 25(1), 34.
Sposet, B. (2009). Education in today’s diverse society: A
sociological approach. International Journal of Learning, 16(7),
69–79.
Sugarman, L. (1985). Kolb’s model of experiential learning:
Touchstone for trainers, students, counselors, and clients.
Journal of Counseling & Development, 64(4), 264.
Woullard, R., & Coats, L. T. (2004). The community college role in
preparing future teachers: The impact of a mentoring program for
preservice teachers. Community College Journal of Research &
Practice, 28(7), 609–624.