Defining content for field-based coursework: Contrasting the perspectives of secondary preservice teachers and their teacher preparation curricula

The current study examined changes and continuities in how 11 secondary teacher preparation programs and 743 preservice teachers conceptualized the content and sequence of field-based teacher preparation. Although curricula and candidates differed regarding the knowledge each deemed as most relevant for field-based preparation, they largely agreed on the types of learning activities considered as most meaningful for the acquisition of that knowledge base. Possible explanations for these discrepancies and continuities are discussed.

Research highlights
► More and earlier opportunities for prospective teachers’ participation in K-12 schools is widely understood as a potent feature of teacher preparation.
► The nature of this participation will depend on how teacher educators understand the relationship between theory and practice and what ought to be learned.
► If the curriculum is based on the assumption that theory precedes practice, then students will learn that learning to teach involves observation and analysis rather than meaningful sociopedagogical interactions with pupils and other teachers.