The pedagogic value of field schools: Some frameworks

Abstract

The form and content of archaeological field schools can vary greatly, but with the increased professionalisation of both field archaeology and university teaching, far more sophisticated planning is required for a field school to meet all its many expectations than used to be the case. Issues of breadth and depth of training, the structure and quality of supervision, and the extent to which a field school can prepare students for non-University fieldwork are all debated by both CRM professionals and academics. Few doubt the value of field schools, but what is seen as most important is contentious; these issues vary internationally only by degree, and all directors have to balance student and potential employers' expectations while creating an ethical project that also contributes to our understanding of the past.