As education is the foundation of the development of a nation, teacher education is the foundation of the development of education. As the capstone of teacher education, student teaching has become the concern of education reform for the 21st century. ...

As education is the foundation of the development of a nation, teacher education is the foundation of the development of education. As the capstone of teacher education, student teaching has become the concern of education reform for the 21st century.

In this study the present of field experiences of several countries are compared and the emerging trends of field experiences are explored with a view to accumulate knowledge base for the development of field experiences in Korea.

As in other areas of education, in the field experiences most of the researches and experiments can be found in the United States. In the United States recently early field experiences have been greatly expanded, so that teacher education students spend as many as 300 contact hours in classrooms prior to student teaching. Many universities have developed the center concept as the means for organizing their school experience component. Fifth-year programs and internships have been adopted by several universities and have been proposed as a means for improving teacher education. There is renewed interest in the preparation of teacher supervisors, at both the university and the public school level. Research in student teaching and school experiences has become more naturalistic, so that current researchers are examining more closely what is occurring during student teaching.

In the United Kingdom there is national curriculum in teacher education, and teacher education has emphasized professional education and field experience. From the first year field experiences are introduced. In Germany long internship based on apprenticeship has become a tradition. In Japan with a view to connect theory and practice various forms of field experiences are implemented from the first year. In Australia field experiences are geared to the production of reflective teachers, and field experiences are introduced in the first year. In Korea field experience is introduced in the 2nd year, and it is based on apprenticeship. A project on "Classroom reform through the collaborative work between teachers and teacher educators with focus on models of teaching and student teaching" conducted in Inchon National University of Education can be an attempt to change what has been traditionally going on in teacher education. It gears to produce moral craftsperson who does technical, practical, and critical reflection.

Teacher educators lamented the lack of a theoretical framework or clear set of goals for the development and implementation of field experiences. They also argued that field experiences had no agreed-upon definition of the purposes and goals for the field component of teacher education. This lack of focus and purpose for field experience emanated from a similar problem existing in teacher education programs as a whole. Goodlad, Soder, and Sirotnik(1990) discovered that typical teacher education program comprised a collection of courses, various field experiences, and student teaching. Each these components appeared to be separate from the others and was taught by a variety of faculty who had little or no communication with each other. Many teacher education programs fail to challenge their students to understand how ideas are connected and/or related to field experiences. In addition, faculty often approach knowledge from a more technical view of what students should or must know rather than to encourage them to relate theory and practice.

As for the new trends or changes that have occurred in the field and laboratory experiences, one obvious trend is the movement toward teacher education programs that are unified by a theme or model and an accompanying set of goals. A second trend is the continuing application of qualitative methods to research and evaluation of field experiences. It appears that this new approach has become more ingrained into the research milieu of field experiences. Third, laboratory experiences and the utilization of technology appear to have become more integrated into teacher education programs a supplement to field experiences. The use of micro teaching continues to increase in many programs, arid interactive videodisk programs is attracting the interests of teacher educators. Finally, there have been additional efforts to modify the field experience context such as professional development schools, cohort groups. Whether this trend becomes a major force in education will depend on the commitment of teacher educators to change and their willingness to transcend the traditional field experience structure and format.

Research efforts in field and laboratory experiences still fall short of providing the profession with answers about what works best in this area. Teacher educators need to continue to improve their research methods and the questions they ask to validate what they do in field and laboratory experiences.

Ⅰ. 서론

Ⅱ. 여러 나라에서의 교육실습의 현황
1. 미국의 교사교육기관에서의 교육실습
1) 미국에서의 교육실습의 변천
2) 미국의 교사교육기관에서의 교육실습의 현황
2. 영국의 교사교육기관에서의 교육실습
3. 독일의 교사교육기관에서의 교육실습
4. ...

Ⅰ. 서론

Ⅱ. 여러 나라에서의 교육실습의 현황
1. 미국의 교사교육기관에서의 교육실습
1) 미국에서의 교육실습의 변천
2) 미국의 교사교육기관에서의 교육실습의 현황
2. 영국의 교사교육기관에서의 교육실습
3. 독일의 교사교육기관에서의 교육실습
4. 일본의 교사교육기관의 교육실습
5. 호주의 교사교육기관에서의 교육실습
6. 한국의 교사교육기관에서의 교육실습

Ⅲ. 교육실습의 새로운 경향
1. 교사교육과 교육실습의 기초가 되는 이론적 틀
1) 이론과 실제를 통합하는 교사교육의 이론적 틀의 등장
2) 교사교육에 대한 구성주의적 접근의 등장과 반성적 교사 개발을 위한 움직임
3) 실험실과 공학의 이용
4) 평가: 경험주의적 패러다임과 현상학적 패러다임의 혼합적 접근
5) 교육실습 환경의 개선을 위한 노력

Ⅳ. 결론

참고문헌

Abstract