Three junior field experiences: A comparison of student perceptions

Abstract

Although many groups have been calling for the reform of teacher education, there seems to be little consensus as to the structure that teacher preparation programs should take. However, many believe that universities should offer early field experiences regardless of the program structure. This article describes a research project comparing student perceptions of three different junior field experiences offered at a state university in the Midwest. One hundred sixty‐six students completed a survey at the end of their junior field experiences. All the students believed their junior field experiences were beneficial to their preparation for student teaching. There were statistical differences between the three groups on nine survey items. Implications for teacher education are discussed.