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Preservice Teacher Perspectives On Field Experience, The Development Of Teacher Identity, And Professional Practice, Brian Kaelin

Doctor of Education (EdD)

This qualitative study examined the experiences of ten preservice teachers during the first semester of student teaching in Oregon public schools. The purpose of the research was to examine preservice teacher perspectives on how field service impacted professional identity development, instructional methods and the use of instructional technology. The results strongly suggest that field service contributed to the teachers' sense of professional identity. Field placement also largely determined the quality and nature student teaches' instructional practice, as well as the extent to which teachers were able to integrate technology. The study considered factors which influenced the nature and quality of …