Defining Content for Field-Based Coursework: Contrasting the Perspectives of Secondary Preservice Teachers and Their Teacher Preparation Curricula

This article was published in Teaching and Teacher Education, Vol 27 number 2,
Author(s): Carmen Montecinos, Horacio Walker, Sylvia Rittershaussen, Claudio Nuñez, Inés Contreras, , María Cristina Solís, " Defining Content for Field-Based Coursework: Contrasting the Perspectives of Secondary Preservice Teachers and Their Teacher Preparation Curricula", Pages 278-288, Copyright Elsevier (February 2011).

This study examined changes and continuities in how secondary teacher preparation programs and preservice teachers conceptualized the content and sequence of field-based teacher preparation.

The participants were 11 secondary teacher preparation programs and 743 preservice teachers.

Although curricula and candidates differed regarding the knowledge each deemed as most relevant for field-based preparation, they largely agreed on the types of learning activities considered as most meaningful for the acquisition of that knowledge base.