Abstract
The majority of teachers in the United States are of a different race, ethnicity, class, gender, and linguistic dominance from that of their students. Teachers are specifically challenged by a variety of racial and ethnic issues as they enter their classrooms. This paper discusses the importance of educator preparation programs devoting attention to reforming preparation programs to include high-need clinical experiences for practicing teacher candidates. To better meet the needs of the nation’s future students, especially those in high-need schools, public policymakers and the education community must take collective ownership for recruiting, preparing, and supporting a critical mass of new professional practitioners.
Highlights
The majority of teachers in the United States are of a different race, ethnicity, class, gender, and linguistic dominance from that of their students
The study suggests that clinical experience represents a successful practice of teacher preparation; the authors believe that teacher candidates need to spend an increased amount of time in the field as well as develop more respectful relationships so that equal status is obtained (Singh & Stoloff, 2006)
The results showed that there was a positive, significant relationship between PTE and level of preparation, meaning that teachers with longer student teaching experiences and more coursework were more likely to have higher self-confidence related to day-to-day teaching tasks
Summary
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. Prospective teacher candidates learn theory in isolation from practice and typically have brief encounters with classroom practice divorced from theory, which further contributes to the gap between research and practice These variables culminate to produce teacher candidates who feel unprepared to meet the diverse educational needs of children and youth. Recommendations from the Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning calls for making clinical practice (classroom-based experiences) the core of teacher preparation, resulting in the development of effective teachers. This diverges from traditional teacher preparation where the emphasis is on academic preparation and coursework. To better meet the needs of the nation’s future students, especially those in high-need schools, public policymakers and the education community must take collective ownership for recruiting, preparing, and supporting a critical mass of new professional practitioners
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