How Do Early Field Experiences Influence the Student Teacher?

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Abstract
The early field experience of three student teachers is used to explore its potential and actual contribution to the development of the teacher. Data were derived from classroom observations, interviews and an open‐ended questionnaire. Student teachers viewed the early field experience as an opportunity to prepare themselves for teaching. Through the various activities of tutoring, observation, small group instruction and acting as a teacher's aide, they developed some insights about teaching and children's behaviour. The potential benefits of the two modes of learning from experience—through direct encounter and through modeling—and the conditions necessary for optimal learning in these modes are examined. The potential and limitations of this early experience are discussed. The article concludes with recommendations and questions for further study.

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