Journal of Education and Human Development

Supporting the Well-Being of Pre-Service Teachers during Field Practice
Dr. Kanesha Bennett, Dr. La’Keshia Opara-Nadi, Dr. Keon Catchings-Shelby

Abstract
Education Preparation Programs (EPPs) have greatly improved in incorporating meaningful and concrete field experiences for pre-service teacher candidates. They have done so by integrating university coursework with field-site experiences that provide their teacher candidates with increased clinically rich opportunities to put theory into practice (Capello, 2020). Researchers agree that practical phases during pre-service teaching involve experiences relevant to future teachers’ well-being (Dreer, 2021). Because such phases enrich classroom learning by providing authentic experiences and learning opportunities, teacher education programs worldwide mandate field experience in their curricula (Zeichner, 2012). Coursework and field experience integrations are commonalities within traditional and alternate route EPPs. Traditional route programs often involve multiple opportunities for working with students through fieldwork, internships, and clinical practice before becoming a teacher of record, while alternate route programs allow one to be hired as a teacher of record in a content-specific classroom while enrolled in a teacher preparation program simultaneously (NJSTEMTeachers.org). Although the duration of the programs and the number of course hours may differ, both programs consist of courses that include field experiences. Situating teacher preparation within clinically rich practice seeks to bridge the theory-practice gap that plagues teacher education (AACTE, 2018). However, it fails to address the underlying issue of pre-service teachers' well-being while in the field. As a result, many pre-service teachers exhibit feelings of helplessness, burnout, and stress (Yeo, 2021). The demands and expectations of student teaching have drastically changed over the past two decades. Yet, critiques of the variations in the quality and support of teacher candidates during field service by policymakers, academics, and advocacy groups are mixed, with most citing teacher education as a weak, largely ineffective intervention (NAP, 2020). This paper will explore current literature supporting the well-being of pre-service teachers in the areas of self-efficacy, mentorship, and mental health with the intent of providing strategies and best practices that can be implemented in programs that include field practices.

Full Text: PDF     DOI: 10.15640/jehd.v13n2a4