University Culture and the Problem of Reforming Field Experiences in Teacher Education

Abstract

In recent years, there have been numer ous calls to alter significantly the pur pose of field experiences in teacher edu cation programs. Rather than focus only on the mastery of specific technical skills, teacher educators suggest that field experiences should promote stu dent reflection, experimentation, and decision making. Several studies suggest that the working conditions of most teachers inhibit this active style of teaching. However, what is missing is an understanding of the way in which the university culture also impedes efforts to reform field experiences. Goodman examines the cultural factors within uni versities that frustrate our efforts to alter substantively the purpose of teacher education field experiences.