Teaching strategies, content, and course relevance: preservice teachers’ perspectives of learning from classroom field experiences

Systematic evaluation of classroom field experiences in early educator preparation programs is limited, and the field lacks data to support building students’ proficiency in teaching strategies and learning of ECE content through these classroom field experiences. This study examines components of field experiences at the early, midpoint, and end of an educator preparation program and presents descriptive findings of students’ reported learning and perspectives of course relevance. These data show that students report moderately high levels of learning of teaching strategies and ECE content across field experiences, specifically teacher–child interactions and planning teaching strategies. Areas for additional learning are strategies related to interactions with families and working with dual language learners for students across field experiences. Regarding ECE content, data indicate the students reported moderate to moderately high levels of learning about language, communication, and literacy, while areas for growth include science and math content. Students reported that coursework focused on observation, planning and child development was most relevant to their field experiences, and coursework focused on child health and illness and current policies were less relevant. These data provide teacher educators with areas of focus for research and practice to support students’ learning and development for field experiences.