Abstract
ABSTRACTThis study addresses the urgent need for change in clinical experiences that better prepare teacher candidates to negotiate the changing landscape of educational and accreditation policies and practices affecting P-12 classrooms. Specifically, the article examines the impact of a comprehensive 4-year initiative to transform traditional student teaching into yearlong, cotaught clinical experiences in a large state university that prepares approximately 1,000 prospective teachers each year in one of 22 initial certification programs. To document the effectiveness of the new practices, school–university researchers used a variety of mixed methodologies in a number of small studies. Although the overall findings are preliminary, they are being effectively used to identify promising practices and to inform future developments.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
