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'You're in Charge of Your Learning': Field Trips and Intensive Delivery Programs Enriching the Preservice Teacher Experience

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Title: 'You're in Charge of Your Learning': Field Trips and Intensive Delivery Programs Enriching the Preservice Teacher Experience
Language: English
Authors: Melissah B. Thomas (ORCID 0000-0001-9983-060X), John Andrew Welsman (ORCID 0009-0004-1792-3407), Neil Daniel Fernandes (ORCID 0009-0002-3468-8432)
Source: Canadian Journal of Science, Mathematics and Technology Education. 2026 26(1).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Field Trips, Preservice Teacher Education, Preservice Teachers, Learner Engagement, STEM Education, Student Attitudes, Foreign Countries, College School Cooperation
Geographic Terms: Australia
DOI: 10.1007/s42330-026-00440-1
ISSN: 1492-6156
1942-4051
Abstract: This article explores a case study that presents the integration of field trips within an intensive delivery mode to enhance preservice teachers' engagement and learning in STEM education. Using a design thinking and structured learning cycle approach, the collaboration between Victoria University and Wyndham Tech School offered applied learning opportunities through tutorials, field trips, and assessments embedded in VU's Block Model®. The impact of this collaborative framework is presented with qualitative research of 35 preservice teachers' perceptions of their learning through focus groups and reflective assessment submissions. Thematic analysis identified five key themes, exploring both benefits and challenges of the unit, including enriching the student experience, the role of design thinking in learning, the transformative impact of the field trip, perceptions of future teaching practice, and engagement barriers. This case study discusses curriculum design, unit structure, pedagogy, and the impact of the program on student experience, while addressing logistical challenges associated with intensive learning programs.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506479
Database: ERIC
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  Data: This article explores a case study that presents the integration of field trips within an intensive delivery mode to enhance preservice teachers' engagement and learning in STEM education. Using a design thinking and structured learning cycle approach, the collaboration between Victoria University and Wyndham Tech School offered applied learning opportunities through tutorials, field trips, and assessments embedded in VU's Block Model®. The impact of this collaborative framework is presented with qualitative research of 35 preservice teachers' perceptions of their learning through focus groups and reflective assessment submissions. Thematic analysis identified five key themes, exploring both benefits and challenges of the unit, including enriching the student experience, the role of design thinking in learning, the transformative impact of the field trip, perceptions of future teaching practice, and engagement barriers. This case study discusses curriculum design, unit structure, pedagogy, and the impact of the program on student experience, while addressing logistical challenges associated with intensive learning programs.
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