Examining Student Behaviors in and Perceptions of Traditional Field-Based and Virtual Models of Early Field Experiences

Introduction

A typical component of most teacher education programs are early field experiences where preservice teachers are placed in local schools to observe for a set amount of time over the course of a semester. Since there may be multiple classes that include field-based components and all preservice teachers must also be placed for student teaching, many universities and colleges find that the local schools are becoming overwhelmed with the number of preservice teachers in their buildings. To alleviate some of this burden, some universities have begun exploring alternatives to the traditional format of early field experiences. One such option is a technology-enhanced or virtual field experience that utilizes various technological tools such as online discussion forums, video-based cases and virtual simulations.

Before universities adopt such a program, it is important to understand how the experience of the student completing the technology-enhanced field experience compares with that of the student completing the traditional field-based experience. This study is designed to explore students’ experiences in and perceptions of the different field experience settings and attempt to understand some of the mechanisms underlying student views.