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Abstract
This article supports the notion of high quality clinical teacher preparation models and lays out an argument for investing in professional education that is organized around more coherent systems for cultivating clinical practice. This article outlines the creation and implementation of a clinically-based teacher preparation program. Project CREATE, the result of the contributions of university faculty, administrators, and P-12 stakeholders, proposes strict admission criteria, extensive field experiences, and the integration of field-based assignments and collaborative mentoring by university and P-12 faculty to address criticisms aimed at traditional models of teacher training.
Highlights
United States University- and college-based teacher preparation has come under fire for its failure to adequately prepare future teachers for the demands of the modern school
This article supports the notion of high quality clinical teacher preparation models and lays out an argument for investing in professional education that is organized around more coherent systems for cultivating clinical practice
Examination of teacher education has identified of several problems including incoherent programs, lack of cohesiveness among those pursuing teacher licenses, the absence of socializing prospective teachers as professionals in pre-service training, disjointed relationship between theory and practice, and policy informing teacher preparation reform rather than using research to improve teacher quality and instruction and apprise what we know about teaching and learning (Darling-Hammond, 2005, 2006; Goodlad, 1991)
Summary
United States University- and college-based teacher preparation has come under fire for its failure to adequately prepare future teachers for the demands of the modern school. Evidence is mounting that teacher quality is the biggest in-school determinant of student achievement. The nation’s colleges of education are being scrutinized for the inadequate preparation of teacher candidates. In October 2011, Secretary of Education Arne Duncan noted that two-thirds (approximately 62 percent) of new teachers reported feeling unprepared. Recent research indicates that teachers believe they have not been adequately prepared to teach children from cultural and linguistic backgrounds different from their own and that they need to learn more specific skills to do so (Ray & Bowman, 2003; Ryan, Ackerman, & Song, 2005)
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