Date of Conferral

2-18-2026

Degree

Ph.D.

School

Education

Advisor

Maryanne Longo

Abstract

There is a need for high-quality practice-based field experiences as a component of early childhood teacher preparation programs. This need had been deemed critical and was prioritized by both national and local organizations in a Midwest state. Little research had focused on the quality of field experiences. Guided by Dewey’s progressive education and Vygotsky’s social cultural theory, the purpose of this basic qualitative study was to explore the perspectives of students, mentor teachers, and faculty on what constitutes high-quality field experiences and what components of the field experience are most important. Semistructured interviews were conducted with 16 early childhood degree students, mentor teachers, and faculty from college and university programs in the study state. Thematic analysis was conducted using a priori and open coding. Five themes emerged from the data analysis: (a) communication, clear and common expectations, and roles outside the triad; (b) mentor and faculty engagement; (c) student growth, motivation, and individualized support; (d) practicum site quality and environmental factors; and (e) challenges and barriers to high-quality experiences. The results of this study lend insight into what is important for the creation of quality within the field experience from the perspectives of those who are directly involved. This study may contribute to positive social change by providing guidance for improving the quality of practice-based experiences, influencing change within those experiences, and increasing the preparation of the early childhood workforce.

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