This study was done to investigate the types and intensity of teaching concerns preservice teachers have during their coursework and how these are connected to early field experiences (EFE). A survey was conducted comparing preservice teachers in an on-campus versus an on-site course at a local elementary school. Participants (N = 99) were asked about 26 types of concerns and these groups were compared; only one significant difference was found, that the on-campus group had more general teaching concerns than the on-site group. Fuller's (1969; 1974) research on immature versus mature teaching concerns was corroborated by the survey items and factor analyses, although no change over time was found. School-based field experiences were significantly listed by both groups as being the most useful experience in their teacher education; therefore, it is recommended that opportunities be created for preservice teachers to participate in EFEs.

The purpose of this investigation was to gain insights into the process of guiding reflection during an early field experience. Four preservice teachers' (PTs') reflection on teaching was guided by the Reflective Framework for Teaching in Physical Education (RFTPE) (Tsangaridou & O'Sullivan, 1994). Other reflective assignments included a reflective journal, video analysis, and peer observation/reflection. Data collection techniques included open-ended interviewing, reflective journals, videotape analysis, and field notes. In contrast to previous Physical Education Teacher Education (PETE) research, the findings indicated PTs were able to focus on multiple aspects of teaching: technical, situational, and sensitizing. All four PTs demonstrated the ability to consistently describe, justify, and critique meaningful events that occurred in the teaching/learning environment. Furthermore, the PTs' views on the value of guided reflection by the RFTPE (Tsangaridou & O'Sullivan, 1994) and the reflective assignments suggest that they perceived the early field experience as meaningful for their professional growth and development as prospective physical education teachers. / Ph. D.

The purpose of this study was to identify the value of early field experience (EFE) in choral methods courses, examine participants' likelihood to include EFE practice in choral methods courses, and determine the rationale for incorporating EFE. The study also explored the participants' preferences for activities related to early field experience, investigated possible relationships between EFE activities and participants' teaching experience or primary responsibility and perceived student outcomes of such participation. A survey instrument was distributed to choral music educators identified through the College Music Society. A total of 100 (after adjustments) responses were collected and analyzed employing descriptive and inferential statistics. The result displayed a high consensus among participants on the value and future implementation of EFE practice in choral methods. Participants declared that educational philosophy, personal experience, and requirements influenced their reason for implementing EFE, with personal experience receiving the highest positive response. The survey listed four categories of EFE activities--teaching, observation, evaluation methods, and other EFE activities. Highest rated activities from each categories were as follows: micro teaching at an elementary, middle, or high school; individual observation at an elementary, middle, or high school; reflection/self-evaluation and instructor feedback; and university choral ensemble participation. The result of Two-Way MANOVA to determine significant relationship between EFE activities and participants' teaching experience or primary responsibility reported no correlation in general with the exception of one activity. A significant difference was observed between attending choral seminars and conferences and participants' primary responsibility (p = .01, p<.05). Expected student outcome was measured through five skill types: personal, content, pedagogical, administrative, and communication skills. Of these, all participants agreed on personal skill (100%) followed by communication (95%), content (94%), and pedagogical skills (94%) as their highest expected EFE student outcome. Early field experience has gained notable recognition among music teacher educators in the past three decades. Numerous studies have verified the benefits of EFE and national organizations have actively supported the practice. The results of this study echoed the results of previous research with an overwhelming percentage of participants displaying a high enthusiasm for EFE practice in choral methods courses.

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