Problems of early field experience students of teaching

Field experiences provide a time for professional growth and for practicing pedagogical skills. This research investigates two questions related to pre-student teaching field experiences: First, what problems do preservice teachers confront during field placements? Second, what underlying constructs can be inferred from the problem statements of field experience students? Data were collected from 272 early field experience students in a midwestern state. Using factor analysis, the researchers identified and described seven factors that characterize pre-student teacher problems during early field experiences.