University Culture and the Problem of Reforming Field Experiences in Teacher Education

Abstract

In recent years, there have been numerous calls to alter significantly the purpose of field experiences in teacher education programs. Rather than focus only on the mastery of specific technical skills, teacher educators suggest that field experiences should promote student reflection, experimentation, and decision making. Several studies suggest that the working conditions of most teachers inhibit this active style of teaching. However, what is missing is an understanding of the way in which the university culture also impedes efforts to reform field experiences. Goodman examines the cultural factors within universities that frustrate our efforts to alter substantively the purpose of teacher education field experiences. he call to alter significantly N the purpose of field experi-M ences in teacher education programs is getting louder (e.g., Beyer

Cooperating Teachers as School Based Teacher Educators : Student Teachers' Expectations

“…However standards used to select cooperating teachers according to Zimper and Howey (1992) have often been minimal and those selected receiving minimal recognition for their effort. Very little staff development has been put in place for cooperating teachers by the institutions involved (Goodman, 1988). In spite of some problems inherent in the cooperating teacher role Zimpher and Sherril (1996, p.291) emphasis that the "new conception of how one learns to teach' through linking the learning of student teachers with the experience of practicing teachers and teacher educators requires school-university collaboration in initial professional development of student teachers.…”

Negotiating school-university partnerships: Participants' voices in co-reform

“…It is becoming increasingly apparent that as long as the roles, relationships, and power of the participants remain unbalanced, the impact of change in teacher education at the university or school level will be minimal (Goodman, 1988). However, Allen (1994) notes that roles, relationships, and power can be positively affected if all participants in the development of an experimental teacher education program have a voice.…”

Asking the stakeholders: Initiating collaboration

“…The way it should be versus the way it really is has led to conflict between them where the two educational systems meet-the preparation of the next generation of teachers. The traditional method of introducing the preservice teacher to the practical world of the classroom has been the field experience, and although preservice field experiences are seemingly universally accepted as necessary, they are 271 not universally accepted as accomplishing the goal of developing competent teachers (Goodman, 1988;Salzillo and Van Fleet, 1977). Instead, the theory of the university and the practice of the public school often come into conflict during the field experience; when preservice teachers attempt to integrate what they have learned at the university with what their cooperating teacher tells them.…”