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5
Supervised Field Experiences for Pre-service Teachers:
Is it Worth the Effort?
Dr. Tammy Abernathy, Dr. Ginny Beck, and Dr. Shanon Taylor
Research on teacher preparation programs suggests that field based and practicum
experiences are important components of what pre-service teachers need to be well prepared
(AACTE, 2010; Brownell, Ross, Colon, & McCallum, 2005; Denton, 1982; Fayne, 2007). While
the literature is consistent on the importance of field experiences, the details and characteristics of
strong field based experiences have not been well defined. Research indicates that supervision of
pre-service teachers in field experiences is an important part of their professional development
(Fayne, 2007).
Brownell, Ross, Colon & McCallum (2005) identified seven common features of effective
teacher education programs with the need for quality field experience prior to student teaching as a
dominate theme. It was suggested that quality field experiences have the following components.
First, field experiences should have a strong connection and integration with coursework (Hardman,
2007). Further, pre-service teachers should participate in field experiences that include working
with students from diverse backgrounds and a variety of schools and grade levels (Wilson, Folden,
& Ferrini-Mundy, 2002). Finally, pre-service teachers need supervision and consistent feedback
from professionals to improve their practice (Fayne, 2007).
While the literature consistently emphasizes the importance of field experience (AACTE,
2010), the details and characteristics of field experience have not been well defined. Specifically,
research has not determined the optimal amount of field experience to prepare high quality
beginning teachers. Policy briefs and national organizations make recommendations, but do not
back up their suggestions with data (AACTE 2010, NCTQ, 2010). Second, there is little research to
suggest how field experiences should be structured. This is an important question, given the impact
pre-service teachers can have on classrooms and teachers who are working to improve student
outcomes. Finally, although formal supervision is suggested, it is unclear how much supervision is
required and who should supervise.
Context of the Project
The Integrated Teacher Education Program (ITEP) was created as a four-year degree
program for undergraduates to earn an Elementary and Special Education Teaching License. ITEP
is NCATE accredited and provides pre-service teachers with general education and special
education content as part of a single program model. The redesigned program was premised on a
“merged model” of teacher education, which is defined as: “general and special education program
content offered in one single curriculum that is completely integrated, including all courses and
field experiences” (Blanton & Pugach, 2007, p 23). For a complete view of this program, see
Figures 1 and 2.
ITEP is structured into four blocks considered communities of practice (p 16) as described
by Ross and Blanton (2004) (See Figure 2). Pre-major classes and Block I were designed to prepare
pre-service teachers for the rigors of teaching the common core standards and for initiating them
into the expectations, standards, and dispositions of the profession.