Overcoming the problems of learning from field experiences in teacher education
| dc.Institution | ||
| dc.contributor.author | Evans, Hyacinth L. | |
| dc.contributor.editor | ||
| dc.coverage.spatial | ||
| dc.date.accessioned | 2022-01-18T18:13:28Z | |
| dc.date.available | 2022-01-18T18:13:28Z | |
| dc.date.issued | Sep. 1986 | |
| dc.description | ||
| dc.description.abstract | The contrast between the views of the researchers and practitioners as regards field experience for student teachers, that is, classroom experience, is striking. This contrast suggests that field experiences may both be beneficial and problematic. Since field experiences form a significant part of the teacher education curriculum, these contrasting views are a challenge to teacher educators who plan learning experiences for student teachers. They need to recognize the special and unique value of field experiences, to acknowledge the problems inherent in learning from these experiences, and to devise ways to overcome them. This paper addresses some of these issues in two parts. Part I discusses some problems of learning from field experiences with illustrations from research. Part II considers ways in which the problem of learning from experiences can be overcome. It concludes with some solutions and recommendations for teacher education | |
| dc.description.sponsorship | ||
| dc.description.sponsorship | ||
| dc.extent | pp. 205-219 | |
| dc.identifier.other | 1529 | |
| dc.identifier.uri | https://hdl.handle.net/2139/53628 | |
| dc.publisher | ||
| dc.relation.ispartofseries | Caribbean Journal of Education | |
| dc.relation.ispartofseries | vol. 13 | |
| dc.relation.ispartofseries | no. 3 | |
| dc.source | ||
| dc.source.uri | School of Education Library, UWISA - SERIALS | |
| dc.subject.other | Teacher education | |
| dc.title | Overcoming the problems of learning from field experiences in teacher education | |
| dc.type |