Student Field Experience Report

INTRODUCTION

Field experience is very important for the development of student teachers since it is where they get a chance to put theory into practice. There are many studies emphasize the problems due to theory -practice tension in the context of field experiences (Rhoads, Samkoff& Weber, 2013; Darling-Hammond, 2006; Goos, 2005; Nolan, 2006; Sutherland, , L. M., Scanlon, L. A., &Sperring, A., 2005). These problems concern with the effectiveness of field experiences and it was reported in local, national and international journals. For example, mathematics student teachers might not get a chance to observe or apply what they learn from the university in the more conservative or concrete setting of schools (Zeichner&Tabachnick, 1981). Therefore,

In this regard, Tang (2001) investigated student teachers’ professional learning during a field experience course. He particularly focused on how their interactions with teachers and their peers constructed their teaching selves and affected their perceptions which were categorized as isolation, detachment, engagement and affiliation. With regard to isolation, student teachers developed a poor relationship with cooperating teacher. Similarly, they did not have much dialogue on professional matters (in the case of detachment). In terms of engagement, student teachers were faced with challenges and support and took the initiative to interact with the school community. In a similar study, Samaras and Gismondi (1998) investigated the way in which student teachers’ sense of what it means to teach is enhanced by using school partnership for cognitive and collegial support and perspective-taking. Findings revealed that student teachers came to define for themselves what it means to be a

The participants are all Bachelor of Secondary Education, major in Mathematics. There are two courses during which student teachers visit cooperating school. The first one is the field study 6 “On Becoming a Teacher” course that mainly requires observation and participation. Student teachers take this course in the first semester of the fourth year. During these visits, student teachers make observations on such issues as school resources, classroom management, faculty room, teaching methods, questioning skills, students’ difficulties etc. The second course that is related to field experience is called “Practice Teaching”. The course which is in the second semester of the fourth year before graduation has two components. The university component is guided by the supervising instructor and they will meet every Friday. During the school component, student teachers are expected to involve at the school from Monday to