Chapter 5: Reconceptualization of Field Experiences to Construct a Rich Understanding of Self-Efficacy and Effective Pedagogy

Field experiences included in teacher preparation programs offer preservice teachers an opportunity to meld content knowledge, skills, and professional dispositions into effective pedagogy. Three areas typically used to evaluate teacher effectiveness: “… cognitive resources that include knowledge, beliefs, attitudes, and dispositions; performance in the classroom; and effect on students” (Knight et al., 2015, p. 105). Since teacher education programs traditionally evaluate preservice teachers at multiple points on knowledge, attitudes, dispositions, and beliefs, a reconceptualization of field experiences to add focused field experiences in method and professional education coursework with an emphasis on preservice students’ classroom performance and student improvement is needed. Bandura (1994), explained that “mastery experiences provide a powerful method for developing self-efficacy as a teacher” (p. 71). Moore (2003) concurred that “… classroom experiences linking preservice teachers’ prior learning experiences with educational theories helped preservice teachers gain agency and understanding, both of themselves as learners and ‘ultimately, of their students’” (p. 33). The opportunity to embed focused field experiences in K–12 classrooms related to theoretical content greatly surpasses the experience of preservice teachers only discussing theoretical concepts in a university classroom.