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Office of field experiences & internship
Guideline for Field Experiences
This Guideline for Field Experiences is prepared to provide information and assistance for teacher education students, cooperating teachers, and university supervisors toward the fulfillment of their responsibilities.
Purpose of Field Experiences
Field Experiences allow candidates to apply and reflect on content, both professional and pedagogical knowledge, as well as provide the opportunity to observe skills and dispositions in practice through a variety of settings that include students and adults. Field Experiences extend the college’s conceptual framework into practice through modeling by cooperating teachers. It also provides well-designed opportunities to “learn through doing” in a variety of settings appropriate to the content and level for individual programs.
During Field Experiences candidates will
- observe teachers, students, the school environment, and best practices in action;
- be observed by others and receive constructive feedback;
- interact with teachers, college/university supervisors, and other interns about their practice;
- be integrated into the routine school program;
- have the opportunity to reflect upon and justify their own practice;
- be members of instructional teams in the school and be active participants in professional decision making;
- have the opportunity to be involved in a variety of school-based activities directed at the improvement of teaching and learning; and
- collect data on student learning, analyze data, reflect upon their work, and develop strategies for improving learning.
Well-designed and sequenced field experiences help candidates to develop the competence necessary to meet our profession’s expectations for successful beginning teachers.
Conceptual Framework
The conceptual model of all teacher preparation programs in the Spadoni College of Education is The Teacher as Reflective Practitioner. Programs are directed, through this model, toward the development of knowledge, skills, and dispositions that will ensure that all candidates are highly qualified and meet all university, state, and national expectations for beginning teachers at the completion of their respective programs of study.
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