The Importance of Standards for Clinical Experiences: Promoting Excellence in Teacher Preparation

Abstract

Listen

Translate article

ABSTRACT The purpose of this article is to introduce the third edition of the Association of Teacher Educators (ATE) Standards for Clinical Experience in Teacher Education by providing more detail and key changes from previous editions. Changes include outlining the history and rationale, defining key terminology, emphasizing school-university partnerships, and including an increased emphasis on diversity, equity, and inclusion. This edition is research-based and underwent an extensive vetting process over several years. There are 11 standards with 62 accompanying indicators, making this edition the most comprehensive description of clinical work in teacher education in the United States to date. This edition also includes an extensive continuum for programs to self-assess and use for continuous improvement of clinical experiences. These standards address the clear call for centering clinical practice in the preparation of teachers by illustrating the complex, essential, and robust nature of clinical education. These standards demonstrate that clinical experiences require intentional construction, constant revision, and appropriate resourcing. Those who make policies about teacher preparation, develop teacher preparation programs, research teacher education, and/or teach in teacher preparation programs can use these standards to make a greater impact in policy, scholarship, and practice to promote excellence in teacher preparation.