Preservice Training: The Role of Field-Based Experiences in the Preparation of Effective Special Educators

Abstract

EXPERIENCES in preservice traininghave received a great deal of attention in both general (Haberman, 1982) and special education (Nelson, 1978) programs. These experiences are included in every accredited preservice program, and often are viewed by program graduates, professional teacher organizations, and policymakers as the most important learning experiences of preservice training. Yet the value of preservice field-based training experiences, which can be judged by the relationship between the field-based expe-Paper #65).

The Effects of Prior Field Experience on Student Teacher Competence

“…The present investigation was intended to address an area of teacher education that is presently lacking in empirical support (Buck et al, 1992). Our findings provide support for the facilitative effects of university-guided early field experiences; however, many important issues raised by Buck et al remain unresolved.…”

“…In spite of the intuitive appeal of such experiences, however, few data exist to support their facilitative effects. Recently, Buck, Morsink, Griffin, Hines, and Lenk (1992) conducted a very thorough review of relevant literature, and reported that research on the effects of prior field experience on special education student teaching was unavailable. Further, even when relevant studies from general teacher education were considered, it is still uncertain whether these experiences actually have a direct impact on student teaching behavior and future teaching behavior during employment.…”

Evaluation of Preservice Teachers' Interactive Teaching Skills in a Direct Instruction Practicum Using Student Teachers as Supervisors

“…These problems include few opportunities for preservice teachers to improve their teaching skills (Lindsey, 1978) and unclear field experience objectives (Mills, 1980). These problems are compounded by a lack of consistent and effective field-based supervision (Buck et al, 1992).…”

“…The results of the evaluation are discussed in terms of research on peer coaching and supervision in Direct Instruction practica. F IELD-BASED EXPERIENCES are an important component of most university teacher education programs (Buck, Morsink, Griffin, Hines & Lenk, 1992). However, this component presents educators with some of the most serious problems in teacher education (The Holmes Group, 1986).…”

Virtual Supervision of Student Teachers as a Catalyst of Change for Educational Equity in Rural Areas

“…On the one hand, teacher educators have been reporting the challenge of managing the time and travel to supervise preservice teachers in the field (Conderman et al 2005). On the other hand, it is not a new challenge that preservice teachers do not get adequate supervision when they are in the field (Buck et al 1992).…”