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Presenters: Yongyin Zhu, Oral Presentation
Research Title: The Power of the Field Placement: Exploring how the Field Placement Classroom Setting Affects Novice Teachers’ Learning to Teach Faculty Advisor: Hosun Kang Abstract Clinical experiences are a crucial part of preservice teachers’ preparation experiences. However, the teacher education community struggles to figure out where to place preservice teachers during the preparation period in order to best support their learning. This study investigates the role of feedback in facilitating preservice teachers’ learning to teach—one key feature of field placement setting that affects preservice teachers’ learning. Employing a qualitative study methodology, this study analyzes the type and nature of feedback a preservice teacher received, and how the feedback related to a preservice teacher’s learning to teach. The results showed that feedback played two important roles in helping preservice teachers learn to teach: a) expanding repertories of teaching (e.g., technique, skills and strategies); b) problematizing existing views and practices of teaching and learning. The implications for designing productive clinical experiences are discussed. Comments are closed.
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