Field-Based Learning for Minority Educators

Abstract

While many researchers have emphasized the importance of preservice teacher candidates having the opportunity to engage in analysis, reflection, and critical thinking, a significant gap in the literature exists relevant to how these conversations are translated within the social construct of the field-based placement and experience. Using a qualitative case study methodology, the authors offer a model to explain how situationally responsive field-based learning experiences can be pedagogically transformational for minority preservice teacher candidates and the students they will eventually serve. Using key tasks embedded within the field experiences for this study are specifically designed to implement this situationally inquiry-based learning model to maximize the relationship between educational theory and actual classroom practice.