The First Field Experience Meets Arts-based Method: A Case for ESOL Preservice Teachers
Location
DeSantis Room 1054
Format Type
Plenary
Format Type
Paper
Start Date
15-1-2020 4:00 PM
End Date
15-1-2020 4:20 PM
Abstract
Researchers have recognized preservice teachers’ field experiences a key element for enhancing teaching practices (Catapano, 2006; Mule, 2005). Studies show preservice teachers usually are optimistic about teaching. However, when preservice teachers encounter complexities in classrooms, their optimism fades (Hoy & Woolfolk, 1990). I (Khoshnevisan) have already conducted multiple research regarding the perceptions of ESOL preservice teachers and their identity development (2015, 2016, 2017). However, art has been an oft-neglected tool to delve into the participants’ perceptions concerning ESOL courses and field experience. To that end, I employed art as a creative tool in one of my ESOL courses. A total number of 26 ESOL preservice teachers—studying ESOL courses at a major east southern university in the US—voluntarily participated in this study. The participants were asked to convey their perceptions about the first field experience where they meet English language learners (ELLs) in subject matter classrooms. The participants provided the researcher with all types of arts that resonate their experiences. The artworks included their perceptions before, during, and after the first field experience. The arts used encompassed painting, photos, and poems. To triangulate the gleaned data from the participants, I asked them to write a paragraph for every stage and artform used. The results of this arts-based research left me with nothing but awe. Accordingly, in this presentation, I will share as many of these artworks as possible. The audience will have an opportunity to discuss and share their experiences about the role of field experience in different majors.
Keywords
field experience, teacher education, ESOL preservice teacher, field experience
The First Field Experience Meets Arts-based Method: A Case for ESOL Preservice Teachers
DeSantis Room 1054
Researchers have recognized preservice teachers’ field experiences a key element for enhancing teaching practices (Catapano, 2006; Mule, 2005). Studies show preservice teachers usually are optimistic about teaching. However, when preservice teachers encounter complexities in classrooms, their optimism fades (Hoy & Woolfolk, 1990). I (Khoshnevisan) have already conducted multiple research regarding the perceptions of ESOL preservice teachers and their identity development (2015, 2016, 2017). However, art has been an oft-neglected tool to delve into the participants’ perceptions concerning ESOL courses and field experience. To that end, I employed art as a creative tool in one of my ESOL courses. A total number of 26 ESOL preservice teachers—studying ESOL courses at a major east southern university in the US—voluntarily participated in this study. The participants were asked to convey their perceptions about the first field experience where they meet English language learners (ELLs) in subject matter classrooms. The participants provided the researcher with all types of arts that resonate their experiences. The artworks included their perceptions before, during, and after the first field experience. The arts used encompassed painting, photos, and poems. To triangulate the gleaned data from the participants, I asked them to write a paragraph for every stage and artform used. The results of this arts-based research left me with nothing but awe. Accordingly, in this presentation, I will share as many of these artworks as possible. The audience will have an opportunity to discuss and share their experiences about the role of field experience in different majors.