Collaborating With University Faculty and District Partners to Provide Meaningful Field Experiences for Pre-service Teachers

Authors

Christina L. Wilcoxen, University of Nebraska at OmahaFollow
Jackie Proctor, University of Nebraska at OmahaFollow
Amanda L. Steiner, University of Nebraska at OmahaFollow
Jennifer L. Lemke, University of Nebraska at OmahaFollow

Document Type

Article

Publication Date

Fall 2015

Journal Title

The Field Experience Journal

Volume

16

First Page

111

Abstract

The most effective teacher preparation programs require candidates to spend extensive time in the field practicing skills related to coursework (Darling-Hammond, 2010). When a candidate is provided opportunities to work alongside expert teachers to put coursework into practice, the candidate receives support and guidance along the way making he/she better equipped to problem solve, engage and impact student achievement. Effective teachers are the most influential factor on student achievement; students exposed to an ineffective teacher for three or more years, will never catch up academically (Darling-Hammond, 2010; Madda, Skinner & Schultz, 2012). Teacher candidates need to be exposed to effective teachers in the field in order to gain the knowledge and skills necessary to impact student achievement.

Recommended Citation

Wilcoxen, Christina L.; Proctor, Jackie; Steiner, Amanda L.; and Lemke, Jennifer L., "Collaborating With University Faculty and District Partners to Provide Meaningful Field Experiences for Pre-service Teachers" (2015). Teacher Education Faculty Publications. 87.
https://digitalcommons.unomaha.edu/tedfacpub/87