What can be learned from writing about early field experiences?

This paper describes the evolution of assignments in a course for students preparing to teach secondary science, mathematics, and agriculture science. We describe and analyze work done by preservice students in two different years to look for developing teacher knowledge, explicate how we have come to understand teacher knowledge as it was enacted in this particular context, and discuss how our self-study contributed to the growth of our knowledge as teacher educators. [Copyright &y& Elsevier]