University teacher preparation programs have grappled with how to create educative field-based learning opportunities for teacher candidates. While most programs now include field experiences within methods courses, a disconnect can often exist between what candidates learn at the university and their experience in field settings (Zeichner, 2010). This is often true even in field placements that occur in professional development schools (Zeichner, 2007). At Trinity University we have designed field experiences for elementary undergraduate candidates completing methods-based education courses using an after-school tutorial model. In this article, we first describe the general context in which these courses occur&emdash;including both the university and the local Professional Development School&emdash;then identify core components of the field experience structure through the lens of an elementary math methods course. Finally, we explore the benefits of this structure not only for teacher candidates but also students and teachers at the Professional Development School.
Rowman & Littlefield Education
Norman, P.J., & Siller, M. (2018). Structuring field-based university methods courses in a PDS: A win-win for teacher candidates and elementary students. School-University Partnerships Journal, 11(3).
School-University Partnerships Journal