Field Experiences are a required component of all teacher educator programs. Field experiences vary by course and semester. Field placement opportunities to explore the education profession can take place as students volunteer in the classroom/community, become a tutor or complete assigned coursework in a classroom setting. An alternative field experience, within the context of this paper, refers to a field experience beyond the traditional elementary school setting.
Published in Chapter:
Empowering Preservice Teachers Through Alternative STEM Teaching Experiences
Megan Burton (Auburn University, USA), L. Octavia Tripp (Auburn University, USA), Sara B. Demoiny (Auburn University, USA), Victoria M. Cardullo (Auburn University, USA), and Stacie Finley (Auburn University, USA)
Copyright: © 2020
|Pages: 18
DOI: 10.4018/978-1-5225-9232-7.ch007
Abstract
Science, technology, engineering, and mathematics education (STEM) is a focus in many schools and businesses. Therefore, it is critical teachers are prepared to implement effective STEM lessons in their classrooms, and that research explores ways to prepare teachers for this important field. This chapter describes the experience of 24 preservice teachers that planned and implemented a three-week summer elementary STEM classroom experience for approximately 150 students in Grades 3 to 5. Preservice teachers' reflections and perceptions from of this experience are captured from multiple lenses at four points of the experience using the portraiture method of inquiry. Then these portraits are analyzed for themes that provide insight into the perceptions and effectiveness of the experience.