Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


School of Education


This qualitative study examined the experiences of ten preservice teachers during the first semester of student teaching in Oregon public schools. The purpose of the research was to examine preservice teacher perspectives on how field service impacted professional identity development, instructional methods and the use of instructional technology. The results strongly suggest that field service contributed to the teachers' sense of professional identity. Field placement also largely determined the quality and nature student teaches' instructional practice, as well as the extent to which teachers were able to integrate technology. The study considered factors which influenced the nature and quality of the preservice teachers' field experience and proposed strategies for the host institution's teacher education program to identify, train and retain outstanding mentor teachers.

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