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Abstract

During field experiences, preservice teachers are typically required to observe mentor teachers in schools, but what exactly are they seeing? This research examined the patterns and variations that existed with regard to preservice teachers’ classroom observations during recent field experiences. Data were collected from 24 preservice teachers during two semester-long Language Arts methods courses where students used a two-step blended observational approach (both guided and unguided) for their observations. Themes of literacy events and classroom organization emerged, and preservice teachers ultimately focused on student outcomes. The blended observational approach helped preservice teachers mediate classroom observations in order to improve learning about teaching.

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