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This qualitative multiple case study examined ESOL pre-service teachers’ perceptions of their initial field placement in a public school in the southeastern United States. Data came from student interviews, field reports, and participants’ journals before and after placement, analyzed via constant comparative methods. Results show field experience as a catalyst for learning, informing culturally sensitive strategies, and supporting teachers’ developmental stages.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-first-field-experience-perceptions-of-esol-pre-service-teachers-article/590133/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-first-field-experience-perceptions-of-esol-pre-service-teachers-article/590133.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the study?","Question",{"text":112,"@type":113},"The study investigates ESOL pre-service teachers’ perceptions of their first field experience and how it relates to teaching strategies, pedagogical competence, and teacher development stages.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"Researchers used a qualitative multiple case study design, collecting data through student interviews, field experience reports, and participants’ journals before and after the field experience.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about field experience for ESOL pre-service teachers?",{"text":121,"@type":113},"Field experience is described as a catalyst that supports learning and helps pre-service teachers develop insight into culturally sensitive strategies required for ESOL coursework.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590133,1792160694,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| The First Field Experience: Perceptions of ESOL Pre-Service Teachers\u003Cbr>Babak Khoshnevisan1*, Mojgan Rashtchi2 1 University of South Florida, United States\u003Cbr>2TEFL Department, Faculty of Foreign Languages, North Tehran Branch, Islamic Azad University, Iran Corresponding Author: Babak Khoshnevisan, [E-mail: khoshnevisan@usf.edu](E-mail: khoshnevisan@usf.edu) |  |\n| --- | --- |\n| ArTICLE InFO\u003Cbr>Article history\u003Cbr>Received: June 10, 2021\u003Cbr>Accepted: August 19, 2021\u003Cbr>Published: October 31, 2021\u003Cbr>Volume: 12 Issue: 5\u003Cbr>Advance access: October 2021 Conflicts of interest: None\u003Cbr>Funding: None\u003Cbr>Key words:\u003Cbr>Developmental Stages of Teachers, Explanatory Descriptive Case Study, ESOL Pre-Service Teachers’Perceptions, Field Experience,\u003Cbr>Post-structuralism | AbSTrACT\u003Cbr>Researchers have recognized pre-service teachers’ field experiences as a pivotal element for enhancing teaching practices. Research indicates pre-service teachers usually are optimistic about teaching. However, when pre-service teachers encounter complexities in classrooms, their optimism fades. There is little research about ESOL pre-service teachers’ perceptions of field experiences. In this inquiry, we focused on pre-service teachers’ perceptions of their first field experience with ESOL students in a southeastern United States public school. We selected a multiple case study to conduct this qualitative research. We collected the data through student interviews, field experience reports, and the participants’ journals before and after the field experience. Our discoveries through constant comparative analysis centered on ESOL pre-service teachers’ perceptions of field experience, teaching strategies and pedagogical competence, and development stages of teachers. The findings ofthe present study indicated that field experience serves as a catalyst to facilitate the learning process for ESOL pre-service teachers. Teacher educators can adopt field experiences to challenge preservice teachers. Field experiences can be helpful tools in the developmental stages of teachers. These experiences can help preservice teachers gain insight into the culturally sensitive strategies required for ESOL courses. The findings ofthis study proved Khoshnevisan’s (2017) developmental stages of teachers. |\n\nInTrOduCTIOn  \nIn 2001, the United States Congress passed the No Child Left Behind Act (NCLB) to support standards-based education reform. Accordingly, teachers in public schools need to prepare their students for standardized tests and provide evidence for their mastery of the subject matter.“Academic achievement is vital to the lives of all students, no matter their cultural or linguistic backgrounds. They need teachers well trained in the specific needs of language acquisition and strategies for active learning”(p. 23) . With shifting demographics in the United States, pre-service teachers need to enhance their understanding of children whose cultural and educational background differs considerably with those of the teachers. The United States Census Bureau (2010) reported that the current minority at school would be the majority by the year 2042. According to the National Research Council (NRC) in the past few decades, program developers have successfully incorporated field experiences into international teacher education programs. NRC considers field experiences as one of the most significant aspects of teacher preparation. (NRC, 2010). Pre-service teachers bring with them specific expectations to field experience, partly formed by their prior knowledge and partially formed by the  \nonline ESOL course they had just passed. It is not surprising that their expectations do not tally with the reality of teaching in a physical classroom.  \nPreservice teachers may have different expectations. In some cases, their expectations may undermine the complexities of teaching ta","cbCaigBN9NFJ165O","https://ap.wps.com/l/cbCaigBN9NFJ165O","pdf",185874,"English","# Article information\n## Article history\n## Key words\n# Abstract\n# Introduction","[{\"question\":\"What is the purpose of the study?\",\"answer\":\"The study investigates ESOL pre-service teachers’ perceptions of their first field experience and how it relates to teaching strategies, pedagogical competence, and teacher development stages.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"Researchers used a qualitative multiple case study design, collecting data through student interviews, field experience reports, and participants’ journals before and after the field experience.\"},{\"question\":\"What do the findings suggest about field experience for ESOL pre-service teachers?\",\"answer\":\"Field experience is described as a catalyst that supports learning and helps pre-service teachers develop insight into culturally sensitive strategies required for ESOL coursework.\"}]","The First Field Experience: Perceptions of ESOL Pre-Service Teachers - Article | PDF",1792068872]