Background/Purpose Shulman & Shulman (2004) contend that teacher knowledge is based on fostering communities of learners (FCL). Accomplished teachers need to be ready (possess vision), willing (have motivation), and able (both know and be able to do) to teach and learn from reflection (learning from experience) while acting as a member of a professional community. Although the FCL framework was developed for work with in-service teachers, multiple components of the theory are applicable to pre-service teacher (PT) knowledge development. Purpose: Identify the influence of policy, community, and individual on pre-service teacher knowledge development in Early Field Experience (EFE).
Method This study investigated the knowledge of one PT across three semesters of EFE. The PT taught approximately 50 lessons at five different schools, was observed weekly, and engaged in post-lesson conferences and multiple formal and informal interviews.
Analysis/Results Observation notes, reflective journal, and interviews were transcribed and analyzed according to Shulman & Shulman (2004) categories of individual, community, and policy. Results: Four themes emerged. (1) Policy influences included the need for focused, frequent, progressive EFEs that included reflective opportunities; (2) Community influences revolved around the cohort as a sounding board and shelter; (3) Individual influences revealed a self-reflective PT who trusted and believed in the process; (4) This PT began the EFE willing, but developed readiness and ableness as the EFE progressed.
Conclusions (1) Community of Practice: The PT cohort group provided an important safe professional community (2) Progressive EFE: EFEs need progressive structure that allows for feedback and reflection.
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