Field experiences in the training of preservice teachers (PTs) play an important role in most colleges of education. While some concerns have been expressed about the effectiveness of field experiences (Feiman-Nemser & Buchmann, 1986), the benefits, as summarized by McIntyre (1983), support the need for these experiences. One of the benefits is that PTs discover early whether or not they like children and want to teach them. Field experiences also allow for the practice of instructional skills before students begin to teach and accelerate the development of a student into a teacher (McIntyre, 1983). The challenge is to provide PTs with quality field experiences so that these ...