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This quasi-experimental study compared the effects of a sequence of on-campus laboratory experiences with an intensive early field experience in the preparation of preservice secondary teachers. Specifically, the study examined the effects of the experiences on teachers' ability to: (a) reflect on and explain complex pedagogical episodes, and (b) plan and implement organized, meaningful lessons. Laboratory teachers engaged in a guided series of peer teaching, simulation, role playing, and problem solving. Field-based teachers engaged in similarly guided observational, tutorial, and whole class teaching activities in middle school classrooms and completed detailed daily logs. The results suggest that laboratory teachers, but not field experience teachers, improved their ability to reflect on teaching and to facilitate desirable instruction. The experiences were equally effective in developing teachers' ability to plan and implement organized lessons. |
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