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Capraro, M. M., Capraro, M. R., & Helfeldt, J. (2010). Do differing types of field experiences make a difference in teacher candidates’ perceived level of competence? URL (last check 24 September 2012). http://www.eric.ed.gov/PDFS/EJ872653.pdf

has been cited by the following article:

• TITLE: An Innovative Approach to Observational Field Experiences in Higher Education

  AUTHORS: Elizabeth Block, Abbie Burt, Tiffany Papa, Leah Peterson, Gregg Stall, Alyson Theriot

  KEYWORDS: Observations; Technology-Based; Classroom-Based; Field Experiences; Higher Education

  JOURNAL NAME: Creative Education, Vol.3 No.8, December 26, 2012

  ABSTRACT: Field experiences within teacher education programs are vital aspects of the higher education experience. The purpose of this article is to examine students’ perceptions of classroom-based field experiences and to determine the role that technology-based field experiences may play in institutions of higher education. The survey data indicate that while candidates perceive that classroom-based field experiences are invaluable in defining their professional choices, the data also indicated positive candidate perceptions of technology-based field experiences. Candidate focus group responses indicated that a combination of both classroom and technology-based field experiences are beneficial to candidates in teacher preparation programs. The implications of this study indicate that future research must be conducted as to the manner in which technology-based field experiences may be enriched in higher education.