Reexamining The Field Experiences Of Preservice Teachers

The following study spans three consecutive semesters of investigation into the teaching and learning responses of 77 preservice teachers enrolled in a 3-week language arts field practicum just prior to student-teaching. Despite consistent efforts by university professors to help preservice teachers examine theory into practice during their practica, the data indicated that procedural concerns of time management, teaching expected lessons and content, and classroom management most often focused the practicum experience for the preservice teachers.