Abstract

Fifteen preservice teachers involved in a peer microteaching experience and twenty preservice teachers involved in a field experience were compared in a field setting on knowledge of teaching skills, confidence in performing certain teaching skills, attitude toward certain teaching skills, performance during student-teaching, and attitude toward preparatory coursework taken. The one significant difference found after the student-teaching experience was that the field experience group was rated better in performance than the peer microteaching group. The results tentatively support the conclusion that a field experience component in the preparatory coursework prior to student-teaching is a more effective “self-contained” situation than peer microteaching for secondary level social studies preservice teachers.