Beyond classroom-based early field experiences: understanding an "educative practicum" in an urban school and community

This study examined experiences of preservice teachers in an urban school and community-based early field experience-integrated with foundations of education and general methods courses-which took place in a southwestern city in the United States. Drawing on observations, interviews, reflective writings, and focus groups, we examine the kinds and qualities of experiences that preservice teachers had in the course. We also consider ways in which early field experiences in teacher education remain problematic and might be challenged and reconfigured to better prepare teacher candidates for teaching students from diverse backgrounds in urban schools. (C) 2002 Elsevier Science Ltd. All rights reserved.