The Reading Professor
Document Type
Article
Abstract
One goal of a teacher education program is to facilitate the opportunity for preservice teachers to become adaptive and responsive to students' needs. Thus, teacher education programs include field-based clinical experiences. The purpose of this article is to describe a qualitative study of 94 preservice teachers' perspectives about their participation in an interactive field experience model, designed by the researcher/instructor, where they were the active decision-makers in the learning process of a young child. Social constructivist theories that situate learning as embedded in sociocultural environments framed this study and the interactive field experience model. Participants' video and written reflections along with eight follow-up interviews were analyzed using thematic analysis to describe how the preservice teachers, with their own voices, relayed what they learned about teaching in a field experience model that seemed to foster the beginnings of adaptive and responsive teachers.
Recommended Citation
Leininger, Katrena
()
"Preservice Teachers as Active Decision-Makers in the Learning Process,"
The Reading Professor: Vol. 48:
Iss.
1, Article 9.
Available at:
https://scholar.stjohns.edu/thereadingprofessor/vol48/iss1/9