Saudi Early Childhood Teacher Educators’ and Preservice Teachers’ Perspectives of Early Field Experiences

Abstract

This qualitative descriptive study explores how teacher educators perceive the integration of field experiences within the curriculum and their perspectives on the preservice early childhood education (ECE) teachers they supervise. It also examines preservice teachers’ views regarding their field experiences and how these experiences contribute to their professional preparation. The Ministry of Education (MOE) emphasizes that teacher preparation programs should provide extended field experiences that connect theoretical coursework with practical application. Semi-structured interviews were conducted with three Saudi teacher educators and four preservice teachers from Kingdom University. Thematic analysis using inductive coding was employed to identify recurring themes and differences between the two groups. Findings revealed that both groups recognized the importance of field experiences but differed in how they interpreted and applied them. Teacher educators highlighted challenges related to supervision and assessment, while preservice emphasized time conflicts and the value of hands-on learning. The results underscore the need for culturally grounded and collaborative supervision practices that effectively bridge theory and practice. These insights contribute to enhancing the design and implementation of field experiences in Saudi early childhood education, thereby promoting professional growth and culturally responsive teaching.