Is Experience the Best Teacher
The Potential of Coupling Classroom and Community-Based Field Experiences
Bibliographic Data
| ID | 5046691 |
|---|---|
| Authors | Margaret A Gallego (0000-0003-2526-6027, San Diego State University, corresponding author) |
| Year | 2001 |
| Volume | 52 |
| Issue | 4 |
| Pages | 312-325 |
| Publication date | 2001-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487101052004005 |
| OpenAlex | W1968819244 |
| Language | EN |
| Citations received | 19 |
| References cited | 21 |
Dewey argued that personal experiences in schools are critical to the education of teachers; however, he also argued that all experiences are not necessarily educative. This study examines the potential of a novel approach to providing prospective teachers with experiences with children. This article describes the benefits of teacher education students' participation in concurrent field placements, one in the conventional classroom setting and the second in a community-based after-school program. Prospective teachers' reflections on these experiences indicated that contrasting settings for learning and teaching were instrumental in their understanding the multiple sources of influence that create both opportunities and constraints to teaching and learning at each site
Field (mathematics) · Mathematics education · Pedagogy · Teacher education · Teaching method · Collaborative Teaching and Inclusion · Diverse Education Studies and Reforms · Psychology · Teacher Education and Leadership Studies
Learning and Pedagogy in Initial Teacher Preparation
Student Teaching’s Contribution to Preservice Teacher Development
Preservice Teachers’ Culturally Responsive Teaching Self-Efficacy-Forming Experiences
Supporting refugee students in school education in Greater Western Sydney
Street Level Learning
Negotiating Displacement Spaces
Professional experience as a wicked problem in initial teacher education
Preservice teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs
Pre-service teachers' pedagogical learning during practicum placements in special schools
Preparing Teachers for Hispanic Immigrant Children
Educating teachers to enact the science of learning and development
Strengthening Clinical Preparation
Power and representation
Preparing Highly Qualified Teacher Candidates for Urban Schools
Six Key Factors for Changing Preservice Teachers' Attitudes/Beliefs about Diversity
Teacher Education and the American Future
Community-Based Placements As Contexts for Disciplinary Learning
Preservice Teachers Taking Action
Constructing 21st-Century Teacher Education
Pitfalls of Experience in Teacher Preparation
Developing understanding of the idea of communities of learners
The nature and growth of knowledge in student teaching
Reading Teacher Education in the Next Millennium
Staff Development and the Process of Teacher Change
Prior Beliefs and Cognitive Change in Learning to Teach
Color Blindness and Basket Making Are Not the Answers
Are the Effects of University Teacher Education 'Washed Out' by School Experience
Reinventing Student Teaching
Field Experiences in Teacher Education
Multicultural Education Courses and the Student Teacher
What Students Learn from Early Field Experiences
| Unique citing works | 19 |
|---|---|
| Citations per year | 0,9 |
| Citation span | 2005 - 2024 (20) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 19 |