Abstract
Recent shifts in university programs of study toward performance based models require faculty to increase their focus on field experience and applied practice. This session presents the results of incorporating features within field experience assignments that support a continuous improvement model in both the professional practice of students and the teaching of higher education faculty. This session reports a specific strategy to design field experience requirements in ways that promote active learning as well as extended practice following completion of the course. The presenters will report the results of implementing a field experience framework that includes planning, implementation and evaluation components. Results of using this framework include the acquisition of a set of skills by teacher candidates to support sustained reflection and continued use of an inquiry approach to promote improvement in their practice. Examples of using the framework to support the continuous improvement of faculty teaching will be shared.
Location
Room 1908
Recommended Citation
Sharpton, William and Scott, Randall, "Improving Teaching and Learning through Inquiry-Based Field Experience" (2011). SoTL Commons Conference. 42.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2011/42
Improving Teaching and Learning through Inquiry-Based Field Experience
Room 1908
Recent shifts in university programs of study toward performance based models require faculty to increase their focus on field experience and applied practice. This session presents the results of incorporating features within field experience assignments that support a continuous improvement model in both the professional practice of students and the teaching of higher education faculty. This session reports a specific strategy to design field experience requirements in ways that promote active learning as well as extended practice following completion of the course. The presenters will report the results of implementing a field experience framework that includes planning, implementation and evaluation components. Results of using this framework include the acquisition of a set of skills by teacher candidates to support sustained reflection and continued use of an inquiry approach to promote improvement in their practice. Examples of using the framework to support the continuous improvement of faculty teaching will be shared.
