Field Experience, Ideology, and the Development of Critical Reflectivity

A paradox currently exists for many programs of teacher preparation because of two apparently oppositional tendencies. First, within programs which prepare future teachers, there is an increasing amount of attention being given to field work of various types, as appropriate training for those about to enter the profession of teaching; second, there has been a growing commitment to provide more than a vocational training experience for prospective teachers, so that students in teacher preparation programs may be encouraged to examine educational issues, ideas, and practices from a critical, foundational perspective (Beyer & Zeichner, 1982). We will explore in this paper: a) how these tendencies conflict; b) the educational and ideological parameters of such conflicts and why these are important ; and c) how the tendencies which form the basis for this paradox may be realigned so that a critically oriented, reflective approach to teacher preparation may be enhanced.