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This research study investigates pre-service teachers' perceptions of their field experience in kindergartens and schools in Jordan. A total of 57 pre-service early years teachers wrote weekly reflective journals describing and commenting on their experiences during placement in kindergartens and elementary schools. Three major themes emerged from the journals: descriptive narratives of pre-service teachers' field experience, the difficulties they faced, and the advantages of their experience. In light of the study findings, some suggestions are introduced to improve field training programmes. It is also concluded that journal writing can be used in teacher education as a learning tool that enhances pre-service teachers' learning and professional development.

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