Student Teachers’ Perceptions of Success: A Tale of Two Universities

This article is primarily focused on a recent group (tale 2) experiencing a seriesof embedded and interactive field based experiences (field learning); thediscussion is benchmarked to a previous study (tale 1) of student teachershaving had a more traditional semester practicum as part of their field-basedexperience. It is within this context that the authors’ show support for rarelynoted findings (knowledge) supporting the efficacy of university campus programs:novice teachers linking their success in field-based teaching to theiruniversity campus program (campus learning). We contend this is importantevidence supporting the link between theory and practice that has the potentialto better inform educational management decisions.