Field Experiences in Literacy Teacher Preparation: A Snapshot of Current Practices

Authors

Laurie A. Sharp, West Texas A&M UniversityFollow
Rebekah Piper, Texas A&M University - San AntonioFollow
Roberta D. Raymond, University of Houston - Clear LakeFollow

Keywords

field experiences, literacy teacher preparation, preservice teachers, literacy teacher educators

Abstract

This qualitative study used social constructivism as a theoretical lens to examine ways in which literacy teacher educators incorporate field experiences during literacy coursework. A cross-sectional survey was distributed among literacy teacher educators affiliated with teacher preparation programs located in a single Southern state. Responses related to field experiences were retrieved from 42 surveys and analyzed with two cycles of coding. Findings indicated that preservice teachers completed a range of field experiences prior to student teaching that involved observing literacy instruction and leading literacy instruction with individual students and small groups of students. Incongruences between reported field experiences and recommendations in extant literature were discussed, along with implications for practice. Suggestions for strengthening field experiences were also provided.

DOI

10.15760/nwjte.2019.14.1.1

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Persistent Identifier

https://archives.pdx.edu/ds/psu/28559

Recommended Citation

Sharp, Laurie A.; Piper, Rebekah; and Raymond, Roberta D. (2019) "Field Experiences in Literacy Teacher Preparation: A Snapshot of Current Practices," Northwest Journal of Teacher Education: Vol. 14 : Iss. 1 , Article 1.
DOI: https://doi.org/10.15760/nwjte.2019.14.1.1