M. M. Tursunov led the research as Project Leader and Z. T. Saidova acted as Project Participant. Teaching practice is an embedded and essential, component of any teacher education programme. There are two modes for t

Field- based Teacher Education

There is a desperate need for more data from field-based practice. The research findings in regardsto the effectiveness of field-based teacher education emphasize students’ perceptions of thebenefits of such delivery. All of the students across both focus groups reported that studying in afield-based programme was a positive experience (100%). Students believed that field-based teachereducation provides real opportunities to build relationships with the early childhood community andmakes links between learning and practice. Five out of the eleven participants (46%) indicated thatthe delivery mode specifically helped them gain confidence and that they would want to be in aclass five days a week.

Sharing weekly learning from classes with group, reflecting on their practice andforming ideas and the regular support and sharing with class mates of each other’s’ experiences werehighlighted. Interestingly, students were already becoming acutely aware of teachers’ practice;some were determined to stop modeling their own practice on negative role models. Theresearchers note that even in the early stages of teacher education, these students are alreadyestablishing an ethical and reflective stance due primarily to the experiences available in a field basedprogramme.
Practicum settings encompass the nurturing of cultural diversity. The sharing of experiences in thefield-based programme is highly valued. The practicum is a two-way learning experience andstudents do have something to contribute (Stover, 2008). Students have access to two mentoringteachers; the Associate Teachers when on practicum and their mentoring teacher at their usualcentre. Students commented on the usefulness of exposure to current thinking and practices.Teaching within a centre environment for a required minimum of contact hours per week enabledstudents to engage in teaching experiences in a ‘safe’ place where they are supported byprofessional knowledge through reflective practice. Making mistakes becomes part of learning andstudents are not being assessed constantly during this time, so feel more able to take risks, and haveopportunities to step back and reflect and evaluate their teaching practice. This type of approachcan be directly linked with goal setting.