Student Teachers’ Experiences and Perceptions: Teacher Preparation Fieldwork Re-Examined

Abstract

Believing that student teachers’ voices are important data sources in educational research, this study focuses on the experiences and perceptions of student teachers during their student teaching. The purpose is to inform possible changes in teacher education programs about field experience to better prepare teacher candidates for classroom challenges and improve the quality of teacher education. Using qualitative methods, this research studied 25 participants enrolled in a student teaching seminar course in a teacher education program at a Southwestern public university in the USA. The data included discussions, presentations, and QQRs (Questions, Quotes, and Reflections) during the seminar, and semi-structured interviews outside the seminar. Through unpacking what these student teachers think and how they feel, this study helps teacher educators understand better what student teachers experienced and how to make their fieldwork more beneficial. The findings from this study contribute to the literature on student teaching by illuminating the problems and issues with this fast-track pathway in preparing future teachers and shedding light on the necessity of reconfiguring the teacher preparation pathway.